Scope 201003

Community-Based Science
Waterways in focus
Local food webs
Civic action for students
M A R C H 2 0 1 0 V O L U M E 3 3 N U M B E R 7
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to nd more resources
for science educators
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EDITORS ROUNDTABLE
Mar ch 2010 1
Science Scope (ISSN 0887-2376) is published
nine times a year (Sept., Oct., Nov., Dec.,
Jan., Feb., Mar., Apr./May [combined], and
July) by the National Science Teachers As-
sociation, 1840 Wilson Blvd., Arlington, VA
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Individual membership dues are $74 ($50
for publication, $24 for membership). Mem-
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Single copies, $10.
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tions Mail Agreement no. 41506028. Return
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Box 503, RPO West Beaver Creek, Richmond
Hill, ON L4B 4R6 Canada. Copyright 2010
by the National Science Teachers Association,
all rights reserved. Reproduction in whole or
part of any article without permission is pro-
hibited. POSTMASTER: Send address changes
to Science Scope, NSTA, 1840 Wilson Blvd.,
Arlington, VA 22201-3000.
Editor
Inez Fugate Liftig
Managing Editor
Kenneth L. Roberts
Consulting Editor
Janna Palliser
Internet Editor
Lauren Jonas
Art Director
Will Thomas
Senior Graphic Designers
Tim French
Joseph Butera
Printing & Production Manager
Catherine Lorrain
Assistant Production Manager
Nguyet Tran
Electronic Prepress Technician
Jack Parker
Director, Publications Operations
Rick Bounds
Publisher
David Beacom
Executive Director
Francis Q. Eberle
Advertising
Richard E. (Rick) Smith
Managing Director
rsmith@nsta.org; 703-312-9282
National Lab Day
Community-based
science at its best!
This issue of Science Scope offers a collection of articles that show how
investigating socioscientic issues in local communities can be engaging
and empowering for middle level students. Some of these articles describe
how to make student experiences more powerful and authentic by having
them display their work for the community and communicate their ndings
to local policy makers. Bringing in community professionals will also show
students how science, math, engineering, and technology are used every
day in local businesses.
National Lab Day (NLD)
was launched by President
Obama on November 23,
2009, and is a collaboration
of more than 200 education,
science, and engineering
organizations, including
NSTA. Teachers can use
the NLD network to develop
ongoing collaborations with local STEM professionals to mentor students,
obtain help with lab facilities and equipment, and conduct projects that
inspire students to follow STEM careers.
I listed my own project on the NLD website and had a list of local STEM
matches sent to me. I made plans for a mechanical engineering postdoctoral
associate from Yale University to speak to my classes about what he does
and how it relates to what we are studying, and to tell them why he chose a
career in engineering. I am also going to talk with other people on my list
of matches to get them involved in other ways before May.
Complete information, ideas and details can be found at www.
nationallabday.org. National Lab Day is meant to culminate in a series of
events that highlight local, regional, and national exemplary projects and
recognize outstanding community volunteers. Dont miss this wonderful
opportunity! Become part of the NLD movement by signing up today!
Inez Liftig, Editor
Science Scope
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Engaging in community-based
activities is a sure way to motivate
students and help them see the
relevance of classroom-based
science. Check out the strategies
in this issue for focusing students
attention on local issues and
encouraging them to get involved
in their communities.
Cover image by mg7 for iStockphoto.
NSTAs peer-reviewed journal
for middle level and junior high
school science teachers
ON THE COVER
M A R C H 2 0 1 0 V O L U M E 3 3 N U M B E R 7
This issues focus:
COMMUNITY-BASED SCIENCE
denotes thematic content
Look for the SciLinks icon throughout
the issue for web links to accurate, age-
appropriate content and pedagogy.
Safety Symbols are provided throughout the
issue to help keep your classroom as safe
as possible.
Science Scope articles from September 1996 to
the present are indexed in a searchable archive at
www.nsta.org/Scopearchives.
22 A Study of the St. Lawrence River
Ecological Habitat
Learn how one school adopted a new curriculum that
focused students attention on the health of a local
waterway and ecological habitat.
Maria Mesires
28 Picture THIS: Taking Human Impact
Seriously
Discover how one school sent students into their
community with disposable cameras to document human
impact on the environment.
Patricia Patrick and Tammy Patrick
35 Photovoice: A Community-Based
Socioscientifc Pedagogical Tool
Empower students by having them interact with civic
groups and local policy makers in an effort to solve
problems in their communities.
Kristin Cook and Gayle Buck
40 Exploring Galileos Telescope
Build your own telescope while reviewing the life and
accomplishments of father of modern astronomy.
Samuele Straulino and Alessandra Terzuoli
45 Outstanding Science Trade Books
for Students K12
Read about this years award winning trade books that
are sure to educate, entertain, and inspire your students.
Childrens Book Council
28 22 35
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1 Editors Roundtable
National Lab DayCommunity-based science at its
best!
6 Scopes Scoops
Science in the news
A breath away from extinction
Scientists create super-strong collagen that could
treat arthritis
Fish kills linked to toxin of predatory algae
Medical makeup
12 Green Science
Environmentally friendly and sustainable science
Investigating green: Creating surveys to answer
questions
18 Scope on Safety
Safety information for your classroom
Battery safety basics
53 Call for Papers
54 Science Sampler
Bringing scientic inquiry to life using real grass
shrimp research
Magic termites: Exploring scientic inquiry
Simple machine junk cars
Project citizen: Students practice democratic
principles while conducting community projects
78 Tried and True
Classic demonstrations and experiments
Disrupted food webs: Exploring the relationship
between overshing and dead zones in the
Chesapeake Bay
86 Scope on the Skies
Astronomy throughout the year
March measurements
92 NSTA Recommends
Reviews of the latest resources
108 Mystery Photo
Can you identify this image?
NSTA is committed to publishing quality material that promotes the best in inquiry-based science education. However, conditions of actual use may vary, and the safety procedures
and practices described in this journal are intended to serve only as a guide. Additional precautionary measures may be required. NSTA and the authors do not warrant or
represent that the procedures and practices in this journal meet any safety code or standard of federal, state, or local regulations. NSTA and the authors disclaim any liability for
personal injury or damage to property arising out of or relating to the use of this journal, including any of the recommendations, instructions, or materials contained therein.
Although advertisers work hard to follow strict safety procedures, guidelines are constantly evolving. It is important to note that all ad images are simulations, not actual
experimentsany safety lapses are extremely unlikely to endanger the participants, who are models rather than actual teachers and students. Therefore, NSTA assumes no
responsibility for nor guarantees the accuracy of safety information presented in ads.
Departments
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The mission of the National Science Teachers
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T H E J O U R N A L F O R M I D D L E A N D
J U N I O R H I G H S C H O O L S C I E N C E T E A C H E R S
4 SCIENCE SCOPE
SCIENCE SCOPE
CONTRIBUTING EDITORS
Bob Riddle, Kansas City, MO (Scope on the Skies);
Edwin P. Christmann, Slippery Rock University, Slippery
Rock, PA (Tech Trek); Ken Roy, Glastonbury Public
Schools, CT (Scope on Safety); Richard Moyer and
Susan Everett, University of Michigan, Dearborn, MI
(Everyday Engineering).
ADVISORY BOARD
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University, Hays, KS; Matt Aho, Thomas Middle School,
Arlington Heights, IL; Krystal Bellamy, Compass
Learning, Austin, TX; Steve Fielman, Ichabod Crane
Middle School, Valatie, NY; Susan German, Hallsville
R-IV School District, Hallsville, MO; Ardith Goodwin,
Chastang Middle School, Mobile, AL; Paul C. Keidel,
Bismarck Public Schools, Bismarck, ND; Scott Kirst,
St. Norbet College, De Pere, WI; Weslene Marble, Mt.
Blue Middle School, Farmington, ME; Patty McGinnis,
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Young, Rowland HallSt. Marks Middle School, Salt
Lake City, UT.
MANUSCRIPT REVIEW PANEL
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Diana Biggs, Jenkins Middle School, Colorado Springs,
CO; David Brown, Baldwin Intermediate School West,
Quincy, IL; Eric Brunsell, University of WisconsinLa
Crosse,WI; Eeva Burns, Big Hollow Middle School,
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Albert Einstein High School, Kensington, MD; Sharon
Cumiskey, South Middle School, Plymouth, MA; Carol
Damian, The Ohio State University, Columbus, OH;
H.M. Davies, retired, Houston, TX; Burton Deeter,
School District #36, Surrey, British Columbia, Canada;
Michael J. Demchik, Shepherdstown, WV; Gail
Derrick, Regent University, Virginia Beach, VA; Charles
Engel, Fairfeld, PA 17320; Toni Enloe, Hughes
Academy of Science and Technology: Taylors, SC;
Kathy Ferrell, Kearney Jr. High, Kearney, MO 64060;
Gwendolyn Foote, Orglala Lakota College, Kyle, SD;
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OH; Sandy Geisbush, Garner Middle School, San
Antonio, TX; Lydia Gibb, Talcott Mountain Academy
of Science, Avon, CT; Helen Gibson, Holyoke Public
Schools, Holyoke, MA; Christine Gleason, Greenhills
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KS; Michael Harms, Gideon Hausner Jewish Day
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Middle School, Anderson, IN; Anthony Heinzman,
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School, Akron, IN; Felix Jackson, New River Middle
School, Ft. Lauderdale, FL; John Jaeschke, science
consultant, Verona, WI; Susan Leeds, Howard Middle
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Middle School, Westerville, OH; John Lord, Paideia
School,Santa Monica, CA; Jason Marcks, Space
Education Initiative, De Pere, WI; Lisa M. Martin-
Hansen, Drake University, Des Moines, IA; Catherine
Matthews, University of North Carolina, Greensboro,
NC; Bruce McCandless, Berea Middle School,
Greenville, SC; Sheryl McClure, Concord Junior High,
Elkhart, IN; Ruth McDonald, Crestview Heights School,
Waldport, OR; Donald Meissner, Cedarville University,
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Watertown, NY; Karen Mesmer, Baraboo Junior High,
Baraboo, WI; Jennie Young Middleton, Wheatley High
School, Houston, TX; Melinda Mills, Space Center
Intermediate School, Houston, TX; Judith Neary,
Fairfeld Woods Middle School, Fairfeld, CT; Richard
NSTA OFFICERS AND BOARD OF DIRECTORS
President: Pat Shane, Center for Mathematics and Sci-
ence Education, Chapel Hill, NC; Retiring President:
Page Keeley, Maine Mathematics and Science Alliance,
Augusta, ME; President Elect: Alan McCormack, San Di-
ego State University, San Diego, CA.
DIVISION DIRECTORS
Preschool/Elementary: Melvina Jones, DC Public
Schools, Washington, DC; Middle Level: Kathy Prophet,
Hellstern Middle School, Springdale, AR; High School:
Jean Tushie, Eden Prairie High School, Eden Prairie, MN;
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TX; Informal Science: Elizabeth Mulkerrin, Omahas
Henry Doorly Zoo, Omaha, NE; Research in Science Ed-
ucation: Julia Luft, Arizona State University, Tempe, AZ;
Coordination and Supervision: Mary Gromko, Colorado
Springs School District II, Colorado Springs, CO; Pre-
service Teacher Preparation: David Wiley, University of
Scranton, Scranton, PA; Multicultural/Equity in Science
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Keidel, Wachter Middle School, Bismarck, ND; District
X: Kate Baird, Indiana UniversityPurdue University
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Scope, Inez F. Liftig, Fairfeld Woods Middle School,
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fairfeld.k12.ct.us; The Science Teacher, Steve Metz,
1 Elm Street, Byfeld, MA 01922, smetz@nsta.org;
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University of Indianapolis, Indianapolis, IN 46227,
acutler@uindy.edu.
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MD; John Pecore, Wake Forest University, Winston-
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Texas Tech University, Lubbock, TX; Lynn Young,
science consultant, Houston, TX.
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6 SCIENCE SCOPE
A breath away from extinction
University of Utah scientists discovered that air
flows in one direction as it loops through the
lungs of alligators, just as it does in birds. The
study suggests this breathing method may have
helped the dinosaurs ancestors dominate Ear th
after the planets worst mass extinction 251 mil-
lion years ago.
Before and until about 20 million years after the
great extinction, mammal-like reptiles known as
synapsids were the largest land animals on Ear th.
The extinction killed 70 percent of land life and 96
percent of sea life. As the planet recovered during
the next 20 million years, archosaurs (Greek for
ruling lizards) became Ear ths dominant land
animals. They evolved into two major branches on
the tree of life: crocodilians, or ancestors of croco-
diles and alligators, and a branch that produced
flying pterosaurs, dinosaurs, and eventually birds,
which technically are archosaurs.
By demonstrating one-way or unidirectional
air flow within the lungs of alligators, the new
study suggests that such a breathing patter n
likely evolved before 246 million years ago, when
crocodilians split from the branch of the archosaur
family tree that led to pterosaurs, dinosaurs, and
birds. This is earlier than once thought, and may
explain why those animals came to dominance in
the Early Triassic period, after the extinction and
when the recovering ecosystem was warm and dr y,
with oxygen levels perhaps as low as 12% of the air
compared with 21% today.
The real impor tance of this air-flow discover y
in gators is it may explain the turnover in fauna
between the Permian and the Triassic, with the
synapsids losing their dominance and being sup-
planted by these archosaurs, says C.G. Farmer,
the studys principal author and an assistant pro-
fessor of biology at the University of Utah. Even
with much less oxygen in the atmosphere, many
archosaurs, such as pterosaurs, apparently were
capable of sustaining vigorous exercise, she
adds. Lung design may have played a key role
in this capacity because the lung is the first step
in the cascade of oxygen from the atmosphere to
the animals tissues, where it is used to burn fuel
for energy.
University of Utah
Scientists create super-strong
collagen that could treat arthritis
A t eam of Uni versi t y of Wi sconsi nMadi son
researchers has created the strongest form of
collagen known to science, a stable alternative
to human collagen that could one day be used
to treat ar thritis and other conditions that result
from collagen defects. Its by far the most stable
collagen ever made, says Ron Raines, a University
of WisconsinMadison professor of chemistr y and
biochemistr y who led the study.
Collagen is the most abundant protein in the
human body, forming strong sheets and cables
that suppor t the structure of skin, internal organs,
car tilage, and bones, as well as all the connective
tissue in between. For decades, doctors have used
collagen from cows to treat serious burns and other
wounds in humans despite the risk of tissue rejec-
tion associated with cross-species transplants.
In 2006, Raines team figured out how to make
human collagen in the lab, creating collagen mol-
ecules longer than any found in nature. Now, the
researchers have taken this line of inquir y one step
fur ther, creating a form of super-strong collagen
that may one day help millions. Raines says this
ar tificial collagen holds promise as a therapy for
conditions such as ar thritis, which is caused by a
breakdown of the bodys natural collagen and af-
fects more than 46 million Americans.
Computerized tomographic (CT) x-ray images of side
and top views of a 24-pound American alligator, with
3-D renderings of the bones and of airways or bronchi
within the lungs. The windpipe and first-tier of bronchi
are not shown. A University of Utah study found that air
flows in one direction through a gators lungs. It flows
from the first-tier bronchi through second-tier bronchi
(blue), then through tubelike third-tier parabronchi (not
shown) and back through other second-tier bronchi
(forest green).
SCOPES SCOOPS
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8 SCIENCE SCOPE
To make the new form of collagen, Raines team
substituted two-thirds of the proteins regular amino
acids with less-flexible versions that stif fened the
overall structure of the protein and helped it hold its
form. The breakthrough of this approach was the use
of rigid analogues that have shapes similar to [the
shapes the natural amino acids take] in the folded,
functional form of the protein, explains Raines.
The resulting collagen holds together at tem-
peratures far above what it takes for natural col-
lagen to fall apar t. And although its built largely
from amino acids that arent found in nature, x-ray
cr ystallography confirms that the three-dimensional
structure of the lab-made collagen is indistinguish-
able from that of natural collagen.
University of WisconsinMadison
Fish kills linked to toxin of
predatory algae
A microbe commonly found in the Chesapeake
Bay and other water ways emits a poison not just
to protect itself but to stun and immobilize the
prey it plans to eat, a team of researchers from
four universities has discovered. The findings
about algae linked to massive fish kills could lead
to new ways to slow the growth of these tiny but
toxic marine creatures.
The researchers studied the behavior of the
algal cell Karlodinium veneficum, known as a dino-
flagellate and found in estuaries worldwide. Each
year, millions of dollars are spent on measures
to control dinoflagellates around the globe. This
par ticular species is known to release a substance
called karlotoxin, which is extremely damaging
to the gills of fish. K. veneficum has been known
to form large algal blooms in the Chesapeake and
elsewhere, triggering an immediate harmful impact
on aquatic life, including fish kills.
This new research opens the door to reducing
bloom frequency and intensity by reducing the avail-
ability of its prey, said Allen Place of the Institute
of Marine and Environmental Technology at the
University of Mar yland Center for Environmental
Science. As we reduce the nutrient load feeding
Karlodinium s prey and bring back the bays most
prolific filter feeder, the Eastern oyster, we could
essentially limit Karlodinium s ability to bloom.
Historically, scientists have found it dif ficult to
study the behavior of these tiny animals because
the single-cell creatures can quickly swim out of a
microscopes shallow field of focus. But in recent
years this problem has been solved through the
use of digital holographic microscopy, which can
capture three-dimensional images of the trouble-
some microbes.
Johns Hopkins University
Medical makeup
There may have been
more to Queen Nefer-
titis eye makeup than
meet s t he eye. Sci -
entists in France are
repor ting that the al-
luring eye makeup also
may have been used to
help prevent or treat
eye disease by doubling
as an infection-fighter.
Thousands of years ago,
the ancient Egyptians
used lead-based sub-
stances as cosmetics,
including an ingredient
in black eye makeup.
Some Egypt i ans be-
lieved that the ancient
gods Hor us and Ra
would protect wearers
of this makeup against several illnesses. Until now,
however, modern scientists largely dismissed that
possibility, knowing that lead-based substances
can be quite toxic.
In earlier research, the scientists analyzed 52
samples from ancient Egyptian makeup containers
preser ved in the Louvre museum in Paris. They
identified four dif ferent lead-based substances in
the makeup. In the new study, they found that the
substances boosted production of nitric oxide by
up to 240% in cultured human skin cells. Modern
scientists recognize nitric oxide as a key signaling
agent in the body. Its roles include revving up the
immune system to help fight disease.
Eye infections caused by bacteria can be a serious
problem in tropical marshy areas such as the Nile
area during floods, the scientists note. Therefore, the
ancient Egyptians may have deliberately used these
lead-based cosmetics to help prevent or treat eye
disease, the researchers suggest, noting that two of
the compounds do not occur naturally and must have
been synthesized by ancient Egyptian chemists.
American Chemical Society
Queen Nefertiti and other
ancient Egyptian women
may have worn heavy
makeup to protect against
eye infections that were a
constant threat in the time
of the pharaohs
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Based on years of proven research and field-testing, with funding
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GREENSCIENCE
12 SCIENCE SCOPE
Investigating green:
Creating surveys to answer questions
by Stephen Farenga, Beverly A. Joyce, and Daniel Ness
B
eing green means different things to different
people. Some suggest that being green means
saving energy, not wasting paper towels, go-
ing solar, harnessing wind, using less fertil-
izer, or buying products that are organically grown.
Given that being green can mean a lot of things, what
does being green or going green mean to both you
and your students? To nd out, we need to make in-
formed decisions by collecting data. When we gather
data, it has to be done in a systematic manner in order
to make valid interpretations. Data can be obtained in
a variety of ways: by observing, experimenting, inter-
viewing, reading, or surveying. Of all the methods for
collecting data, the survey method is perhaps the most
ubiquitous research tool.
What are surveys and why are they used? Surveys are
instruments used to either test hypotheses or to learn
about individuals ideas, perceptions, and attitudes about a
variety of topics. Surveys can also be used to collect demo-
graphic information and descriptive data about behaviors.
Researchers who administer surveys get information by
asking questions of the participants. This is why surveys
are also known as questionnaires. One way to categorize
surveys is by the number of times respondents are asked
to participate in a project. Cross-sectional surveys are
used to collect data in which respondents reply once,
while longitudinal surveys are used to collect data in
which the same respondents reply more than once over
a period of time. One of the most common cross-sectional
surveys is the Nielsen ratings for television viewing. This
system simply identies who is watching what television
programs at any given time. A widely known study that
incorporates longitudinal data is the Nurses Health Study.
This study has used survey data to track and identify
lifestyle behaviors in order to establish patterns related
to womens health issues. The original study began in
1976, and over time, expanded to an estimated 238,000
women enrolled. Since its inception, it has had a 90% ongo-
ing participation rate (Nurses Health Study 2008). The
purpose of this article is to become familiar with some of
the basic steps involved in designing a survey to identify
peoples attitudes, feelings, beliefs, or knowledge about
environmental issues and being green.
Testing the limits of agreement
The rst step, as in any research project, is to nd a prob-
lem. Next, the investigator needs to dene a purpose and
list the subsequent steps needed to complete the survey
research project (this is the most important step). The
initial question to ask is: Why is the survey being con-
ducted? The answer should be as specic as possible.
It is at this initial stage that students start to realize
that language is abstract. Even words that students once
thought of as having very precise denitions can become
difcult to delimit. To demonstrate this problem, ask
students to think of the color purple. Then, hold up a
purple color sample that can be obtained from any paint
store. Ask students if they agree that the color sample
you are holding up in front of the class is purple. Next,
use a variety of shades of purplefrom light lavender to
a deep eggplant (see Figure 1). It is interesting to deter-
mine at what point students agree that a color sample
is still purple. To answer this question, it is important
for teachers to emphasize operationally dened terms,
which are expressions that nearly everyone will dene
the same way. For example, we may differ in agreement
that someone understands how to add numbers, but
we would have greater agreement if told that this same
individual is able to add two whole numbers whose sum
is less than 10.
This is also a good place to introduce various ways in
which individuals can reach agreement. We can make a
decision by consensus, which involves agreement by all
of the participants, or by majority, which is determined
when 51% or more of the participants are in agreement.
Who will participate in your study?
As students begin to make decisions about the project,
they may learn that their resources are not limitless.
Therefore, it will be necessary to make decisions about
time, costs, and students (personnel) available to write
the survey, print or put the survey online, analyze the
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Mar ch 2010 13
GREENSCIENCE
data, and disseminate the results. Students may wish to
dene a sample from the population. A sample should be
representative of the participants in a total population. A
good sample should be randomly selected, because this
provides a better opportunity for a representative sample
from the population than other forms of selection. If the
middle school population includes students in grades 5, 6,
7, and 8, then there should be a proportionate number of
members of each grade level in the sample. In addition,
students need to be aware of a balance between males
and females, and any other variables that may create sub-
groups within an overall population. The larger the sample
size, the more likely it is to be representative of the overall
population of a class or school. This will increase the sur-
veys validity and make the results more generalizable to
the population from which the sample was selected. The
acceptable sample sizes vary depending on the type of re-
search being conducted. Descriptive research generally
requires a minimum of 10% of the population to be used
in the sample. Questions that will involve the correlation
of data will require a minimum of 30 students per group.
Experimental studies, which also require a minimum of
30 students per group, have the strictest controls, includ-
ing random selection and random assignment of partici-
pants in the study (Gay and Airasian 2000). As soon as the
number of students who will participate in the project is
decided, the best way to avoid sampling bias (i.e., reduce
error) is to randomly select the students who will partici-
pate in the survey from the overall population.
Sampling procedures for a survey can be very exible
and the answers that students are seeking can be open
ended. This all depends on the questions being asked, the
type of research being conducted, and the population under
study. Students should realize that samples and populations
change, depending on the questions under investigation. In
addition, students should consider how large a sample size
should be. For example, if a class is considered as a popula-
tion, then selecting individual class members may make up
a sample. If a grade level is considered as a population, then
selecting members from each of the classes in the grade
level may make up a sample. If a school is to represent a
population, then selecting members from each of the grade
levels of the school may make up a sample. If a district is
FIGURE 1
Color sample
FIGURE 1
Demographic data
Students who have taken standardized tests are
somewhat used to providing test makers with
demographic data. Researchers asking demographic data
questions may ask respondents to put a checkmark ()
next to an item, or to write a response next to a specic
question. Here are some examples:
1. Gender: Male _____ Female _____
2. Grade level: 5 ___ 6 ___ 7 ___ 8 ___ 9 ___
Checklist model
3. Below is a list of environmental issues. Put a check after
each item that has been sufciently discussed in science
class this year.
Water pollution _______
Global warming _______
Sustainable agricultural practices _______
Overshing of the oceans _______
Preference model
4. Below is a list of environmental concerns. Number the
items from 1 to 3 with 1 being the most important concern
and 3 being of least concern.
_______ Water pollution
_______ Overuse of pesticides
_______ Rising ocean levels
Likert-scale model
Below are a number of statements about global warming.
Read each statement and decide to what extent you would
agree or disagree with that statement. Circle (SA) if you
strongly agree, (A) if you agree, (U) if you are undecided,
(D) if you disagree, or (SD) if you strongly disagree.
5. Global warming is a natural phenomenon.
(SA) (A) (U) (D) (SD)
6. Global warming is a product of human activity.
(SA) (A) (U) (D) (SD)
7. Global warming has a negative impact on the planet.
(SA) (A) (U) (D) (SD)
Free- or open-response model
8. Write a brief explanation as to why you feel global warm-
ing is or is not an important environmental concern.
Common formats used
in surveys
FIGURE 2
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14 SCIENCE SCOPE
GREENSCIENCE
Twenty considerations for constructing
a sample survey
11. Find a problem to investigate. For example: How can
we as individuals reduce our overall water consump-
tion? The survey can be designed to ask a number
of ways in which individuals use water in their daily
lives. This should include water consumed at home,
water consumed during recreational activities, and
water consumed at school.
12. Read about the topic in order to identify important
questions to be asked.
13. Develop a hypothesis if it will add clarity to the inves-
tigation. For example: Eighth-grade middle school
students consume more water in the course of one
day than sixth-grade middle school students.
14. Write a short description to inform the participants
of the purpose of the survey.
15. Make participation voluntary and anonymous. This will
attract more individuals to participate in the survey.
16. Decide on the best format for questions and for re-
spondents answers (see Figure 2).
17. Practice economy of expression. Questions should
be to the point and not too wordy. Ask only what
needs to be asked. For example:
Does your shower contain a water-saving device?
(yes / no / unsure)
How many times a day do you take a shower?
(none / 1 / 2 / more than 2)
If you answered 1 or more, how many minutes is
your shower? (1 minute / 3 minutes / 5 minutes /
more than 5 minutes)
18. Use concrete language or commonly used words.
Short words and sentences are easier to compre-
hend than longer ones.
19. Avoid compound questionswrite questions that
can be answered by a single response (see Activity
Worksheet 2).
10. Keep a standard format for questions and responses,
for example, 1 to 5 or low to high (see Likert-
scale-model information in Figure 2).
11. Provide an example of how to answer the question.
This should help to ensure accuracy of responses.
12. Leave adequate space if respondents are to write
their answers to questions. If the survey is given as
an interview, provide ample time between each ques-
tion for individuals to respond.
13. Keep questions and responses together.
14. Proofread your survey.
15. Get written permission to administer the survey
from the appropriate authority. This individual might
be a principal or a superintendent.
Wind, solar, and other alternative energy resources
Recycling
What does it mean to live green?
Green construction: building and remodeling
Safe paints and wall coverings
Identifying our carbon footprint
Point source vs. nonpoint source pollution
Destruction of wetlands
How green are lawns?
Energy-saving appliances
Overshing
Proper disposal or recycling of used electronic devices
Green industrial/manufacturing chemistry
Green agricultural chemistry (insecticides/pesticides/
fertilizers)
Green chemistry in the home and laboratory
(microchemistry)
Rainwater harvesting/permeable pavement/porous
asphalt
Bottled water ban/debate
Growing produce close to home
What happens to old tires?
Packaging (paper vs. plastic)
Batteries (impact, alternatives, disposal)
Burning of fossil fuels (oil, natural gas, coal)
Clean coal technology
Possible green topics
to investigate
FIGURE 3
to represent a population, then selecting members from
each of the schools in the district may make up a sample.
As you can see, a population can get very large, depending
on what students are attempting to study.
Many surveys use some type of probability sampling to
ensure representation of all groups within the population.
Others use a sample of convenience. Simply put, a sample
of convenience would include any respondents who are
available to participate in the survey. However, in many
science endeavors, scientists prefer random sampling. This
method is used to select individuals from the population
completely by chance to eliminate as much bias as pos-
sible. Bias is dened as a distortion of the data. The data
can be affected by research design, researcher treatment
of the data, the respondents willingness or motivation as
participants, analysis selected, or method of dissemination.
If not addressed, each of these factors contributes to bias
or adds to error. The goal in conducting research is to
answer a question with as much accuracy as possiblein
other words, reducing error to a minimum.
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Examine questions 1 to 4. For each question, deter-
mine whether it represents a single idea that can be an-
swered by the choices given and that the language used in
the question can be easily understood by the reader.
1. Mercury is a highly toxic, inorganic substance
that is found in the environment and occurs both
naturally and as a direct result of human activity.
Agree_______ Disagree_______
Answer: Question 1 is a compound question that asks
respondents to answer two separate questions. If the ques-
tion is answered in its current format, the researcher will not
be sure if the respondent agrees or disagrees that mercury
is found naturally in the environment or as a result of hu-
man activity. In addition, the word inorganic might need
to be dened for a large majority of the population and can
probably be omitted because it does not change the overall
meaning of the question. Also, the term human activity re-
quires further explanation. Therefore, question 1 should be
separated into two questions:
(a) Mercury is a highly toxic substance found naturally in
the environment. Agree_______ or disagree_______
(b) Mercury is a highly toxic substance that is found in the
environment as a direct result of industrial manufactur-
ing. Agree_______ Disagree_______
The questions can be further rened in the following ways:
(a) Mercury is a toxic substance.
(b) Mercury is found naturally in the environment.
(c) Mercury is introduced to the environment by some indus-
trial manufacturing. Agree_______ Disagree_______
2. Replacing incandescent bulbs with uorescent
bulbs that have similar lamp lumen outputs saves
energy. Agree_______ Disagree_______
Answer: As long as respondents understand the meanings
of incandescence, uorescence, and lamp lumen out-
puts, sample question 2 is written correctly because it rep-
resents a single question to considernamely, that chang-
ing one type of light source to another will save energy.
3. The contaminants mercury and dioxin can be
cooked out of seafood.
Answer: Question 3 is a compound question that asks
respondents to answer two separate questions. Like ques-
tion 1, question 3 should read as two separate questions to
identify if respondents have different ideas about each of
the contaminants:
(a) The contaminant mercury can be cooked out of sea-
food. Agree_______ Disagree_______
(b) The contaminant dioxin can be cooked out of seafood.
4. The sealing of windows and doors or replacing win-
dows and doors are cost-effective ways to go green.
Answer: Once again, in question 4, the survey author is
asking the respondent to answer two separate questions.
The respondent may agree that sealing leaking windows and
doors is a cost-effective method to save energy, but may not
agree that buying new windows is the most green solution.
In addition, some may argue that the sealing of windows
is efcient, but the sealing of doors is not. A similar argu-
ment could be made for replacing windows as an efcient,
energy-saving action, but not replacing a door because it
would not provide the same benet. The test writer should
be sure that respondents are not forced to make a selection
that does not fully represent their opinion. If the respondents
are forced to make a selection that does not fully represent
their opinion, the accuracy of the data is questionable. Also,
notice the slight difference in question 4a below. The focus
of the revised question is on sealing the cracks, and not spe-
cically on windows and doors.
(a) The sealing of cracks around windows and doors is a
cost-effective, green option.
(b) Replacing windows and doors is a cost-effective, green
option. Agree_______ Disagree_______
Question 4b can be further rened in the following two ways:
1. Replacing windows is a cost-effective, green option.
2. Replacing doors is a cost-effective, green option.
Writing the question in this format allows the respondent to
further discriminate between windows and doors.
Now that you have had some practice in analyzing pos-
sible questions for surveys, think of a green topic that you
might like to investigate. See Figure 3 for a suggested list of
topics. Try writing some survey questions about your topic
and give them to a friend to answer. See if your friend can
follow your written instructions and answer your questions
with as little direction from you as possible.
Activity Worksheet: Rewriting survey questions for clarity
Mar ch 2010 15
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16 SCIENCE SCOPE
GREENSCIENCE
Stephen Farenga (farengas@dowling.edu) is a
researcher at the CERTA Corporation in Williston Park,
New York, and professor in the Department of Human
Development and Learning at Dowling College in
Oakdale, New York. Beverly Joyce and Daniel Ness
are researchers at the CERTA Corporation in Williston
Park, New York, and both are associate professors in
the Department of Human Development and Learning
at Dowling College in Oakdale, New York.
16. Test the survey on a small sample of students to
identify problems early on.
17. Correct any problems, if necessary, and prepare the
remaining surveys.
18. Distribute, administer, and collect surveys for analysis.
19. Conduct analysis and review ndings in relationship
to the original question.
20. Provide respondents with the results of the survey
and disseminate the results to all interested parties.
When reporting results, students should describe the
sample population, including the number of students
who have participated at each grade level and the gen-
der or any other descriptive information that is relevant
to answering the question under investigation. Surveys
should try to handle one topic, question, or problem at
a time in order to gather specic information. A shorter
survey that is on topic will avoid creating fatigue and
will increase the likelihood of more-accurate responses.
Review each question asked on the survey to determine
that the information being gathered helps to provide
information to the initial investigation. n
References
Gay, L.R. and P. Airasian. 2000. Educational research:
Competencies for analysis and application. 6th ed.
Upper Saddle River, NJ: Prentice-Hall.
Nurses Health Study. 2008. History. www.channing.
harvard.edu/nhs
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SCOPE ON SAFETY
18 SCIENCE SCOPE
Battery safety basics
by Ken Roy
B
atteries commonly used in ashlights and
other household devices produce hydrogen
gas as a product of zinc electrode corrosion.
The amount of gas produced is affected by
the batteries design and charge rate. Dangerous lev-
els of hydrogen gas can be released if battery types
are mixed, batteries are damaged, batteries are of dif-
ferent ages, or batteries are inserted incorrectly. The
hydrogen gas can cause the battery compartment to
rupture, allowing the hydrogen gas to mix with oxy-
gen. This mixture of gases can cause a powerful ex-
plosion in the presence of a spark or excessive heat.
However, when used properly, batteries are quite safe
for classroom use. To reduce the risks associated with
batteries, consider the following guidelines:
11. Use caution when linking dry-cell batteries. Do-
ing so increases voltage when done in series, and
amperage when done in parallel.
12. Use caution when working with rechargeable bat-
teries. They can get very hot if they short circuit
or are recharged with an incompatible charger.
13. Keep car batteries out of the lab.
14. Never mix different brands of batteries.
15. Never mix new and old batteries. The newer bat-
teries can charge the older batteries and effect a
voltage reversal with violent action.
16. Purchase only manufacturer-recommended prod-
ucts and accessories. Beware of inexpensive sub-
standard batteries that might not meet U.S. safety
standards.
17. Never mutilate (e.g., crush or puncture) batteries.
Hazardous chemical leakage can occur.
18. Never store batteries in equipment for a long peri-
od of time. Doing so can cause chemical leakage.
19. Never try to recharge batteries that werent de-
signed to be rechargeable.
10. Never over-discharge batteries. When they no
longer can operate equipment, remove them.
11. Never use excessive force to install batteries or
remove them from equipment. This can cause
equipment damage, battery damage. and person-
al injury.
12. Never get batteries wet or use them wet. Discard
batteries that are swelling or leakingthese are
signs of corrosion and other potential safety issues.
13. Do not keep used batteries and remember to dis-
pose of them properly.
Student code of battery conduct
When using batteries, students should be trained on
appropriate safety behavior. The following is a simple
list to get teachers started:
Be aware of the hazards associated with using bat-
teries, i.e., shock, corrosive chemicals, and explo-
sive potential.
When using batteries, always inspect them rst for
cracks, leaking, etc. Discard if any of these condi-
tions occur.
Never open a battery. The contents are corrosive
and can be toxic or poisonous.
When storing batteries, never allow the terminals
to touch the terminals of other batteries.
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Distributed by:
Engage Students Like Never Before!
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12
TITLES!
Inquiry Investigations
Topics Include:
Physical Science
Biology
Forensics
Biotechnology
Chemistry
Earth and Environmental
Grades 710
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_____________________
SCOPE ON SAFETY
20 SCIENCE SCOPE
Question of the month
How can I properly dispose of rechargeable batter-
ies used in my science laboratory?
Answer
There are many participating retailers who will take
rechargeable batteries for appropriate recycling free
of charge. The website Call2Recycle (www.call2re-
cycle.org) identies local retailers taking part in the
program. The site also provides assistance in dis-
posing of many different types of batteries.
Do you have a question?
Submit questions relative to safety in the middle
school science laboratory to Ken Roy at Royk@
glastonburyus.org.
Ken Roy (Royk@glastonburyus.org) is director of
Environmental Health & Safety for Glastonbury Public
Schools in Glastonbury, Connecticut, and NSTAs
Science Safety Compliance Consultant.
Be water phobic when working around batteries.
Never use water or have wet hands when dealing
with them.
Always make sure the same style, size, voltage, am-
perage, and brand of batteries are used together.
Handle batteries with care.
Follow specic directions provided by the teacher
for using batteries as a power source.
Dispose of batteries properly (see Question of the
Month).
Resources
Exploding ashlights: Are they a serious threat to worker
safety?www.cdc.gov/niosh/fact0002.html
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22 SCIENCE SCOPE
by Maria Mesires
T
he St. Lawrence River, extending from Lake
Ontario to the Atlantic Ocean at the Gulf of
St. Lawrence in Canada, is a valuable re-
source and is home to a diverse ecological
habitat. Over the years, scientists have discovered
disruptions to this habitat due to the locks created for
the shipping industry.
Save the River (http://savetheriver.org), a grassroots
advocacy group established in 1978, lobbies for policies
to preserve the upper St. Lawrence River and uses the
communitys help to keep an eye on the existing habi-
tats. Recently, they procured the Fresh Sound Foun-
dation grant to support the development of new K12
ecology curricula by local area teachers to educate
students about the St. Lawrence River habitat and the
dangers it now faces. The goal was to replace existing
ecology curriculum in the schools with the theme of
the St. Lawrence River, since it is a local resource. Save
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Mar ch 2010 23
the Rivers aim is to have it adopted by all schools in
the vicinity of the St. Lawrence River and to eventually
expand it to cross-curricular areas, such as social stud-
ies, English, and math. What has been developed thus
far by a small group of science teachers gives students
a chance to examine the scientic issues involved in a
local resourcean authentic experience that is both
enjoyable and interesting.
The problem
The three key targeted areas of curriculum develop-
ment look at the muskellunge sh (at the elementary
level), invasive species (at the middle school level),
and water quality (at the high school level). My mid-
dle school unit focuses on the problems created by
invasive species in the waterways. Invasive species
are living organisms that are not indigenous to our
area, but get dumped in local waterways due to the
releasing of ballast water from freighters that travel
into the St. Lawrence for commercial shipping. These
species ourish, compete with native species for the
local food sources, and migrate into other nearby,
connected waterways such as the Great Lakes.
Ecology-unit outline
The activities described below can be adapted to a lo-
cal ecological problem in any area of the country. The
essential question students were asked to answer is,
What components make up a relatively stable eco-
logical habitat, and what types of situations can upset
that balance? I began the unit by giving
students an anticipation guide (see Fig-
ure 1) to determine their background
knowledge about the St. Lawrence River,
invasive species, and ecology in general.
Many of our students have some knowl-
edge of the river, as they have grown up
in the area and engaged in recreational
activities on the St. Lawrence River
and Lake Ontario. From this anticipa-
tion guide, we discussed in both small
groups and in a large-group discussion
what we know and what we would like
to nd out about this topic.
The next step was to review the vo-
cabulary terms that students would need,
such as producer, herbivore, carnivore,
omnivore, scavenger, decomposer, habitat,
Students create a food web with strings
FIGURE 2
Anticipation guide for ecology
Directions: Read each statement below. Think about
what you already know. In the Before column, circle
whether you agree (a) or disagree (d) with the
statement. On a separate piece at paper, write
why you agree or disagree.
After you have researched ecology, reread each
statement. Based on what you have learned and al-
ready know, circle whether you now agree or disagree.
On a separate piece at paper, justify your changed de-
cision or reinforce what you already know.
1. If you are standing on the banks of a river, you
notice many things, such as the color of the water,
rocks, crabs, minnows, and algae. All of these
things make up the river ecosystem.
Before: a d After: a d
2. A native species in the St. Lawrence River belongs
there and has no harmful effects on the balance of
the ecosystem.
3. An invasive species in the St. Lawrence River
would have no affect on the existing plants and
animals that live there.
4. Human beings have no effect on the relative
healthiness of the St. Lawrence River.
Formative assessment
FIGURE 1
P
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A STUDY OF THE ST. LAWRENCE RIVER ECOLOGICAL HABITAT
24 SCIENCE SCOPE
Cause-and-effect graphic organizer
FIGURE 3
2006 Education Oasis www.educationoasis.com May reproduced for classroom use only.
Cause and effect
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Mar ch 2010 25
food chain, and food web. As a formative assessment,
I asked students to create a simple food chain for
homework, using organisms from everyday life. The
next day, students shared their food chains with the
class. To extend this activity to the St. Lawrence River,
I gave students a list of organisms that can be found in
the river and asked students to identify each organism
based on its feeding habit. Students who had spent a
lot of time engaged in recreational sports on the river
(e.g., shing) helped classmates identify the eating
patterns of organisms. There tended to be some dis-
agreements among students about some organisms,
which made them think about what they knew and had
seen on the river.
For the feeding-habits activity, I went to the Depart-
ment of Environmental Conservation of New York State
(www.dec.ny.gov) to generate my list of local plant and
animal species. Then I went online and searched for
pictures of each species that I put on my list. I had each
picture laminated onto a 5.5 8.5 sheet. After students
determined what each organism ate, I handed one
organism card to each member of the class and asked
students to stand, form a circle, hold up their picture
with one hand, and raise the index nger of their other
hand. As we discussed the feeding relationships of the
living organisms in the St. Lawrence River, I connected
students by wrapping yarn around their ngers (see
Figure 2). When we completed the activity, students
were connected in a food web and could see that all
living things were closely interconnected in a variety
of ways. As students stood connected by the web,
we discussed why it looked the way it did and made
inferences about what would happen if a species was
dropped out of the web.
As a postassessment, students participated in a
word-sort activity in which vocabulary words were
each written on a separate index card. The challenge
of each small group of four to ve students was to clas-
sify the words based on the relationship of one word
to the others. Students then had to give each grouping
a category name and explain to classmates why they
made their particular groupings. Students realized that
there were different ways of seeing the same words
and meanings. For example, one group of students
would group the terms carnivore, omnivore, herbivore
and producer and state that they are ways of getting
food. Another group would order the terms producer,
herbivore, carnivore, and omnivore and state that this
is how food chains are organized.
The importance of maintaining an
ecological habitat
At this point, I invited the education coordinator from
the Save the River group to come and speak to stu-
dents about the groups mission and what they do.
The coordinator talked about the issues with which
Save the River is involved, such as preserving tern
nesting spots, ghting for legislation to ban ballast
dumping close to shores, and preventing the regula-
tion of the water levels, so that natural habitats can be
preserved. She also introduced the topic of invasive
Examples of completed
student posters
FIGURE 4
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26 SCIENCE SCOPE
species and elded questions from students.
Using the guest speaker as a springboard, I engaged
students in a modied jigsaw activity around the issues
threatening the St. Lawrence River. I used articles from
our local newspaper on the topics of invasive species,
ballast water from freighters, and changing water levels
due to the locks. Student were assigned an article to
read and a cause/effect graphic organizer (Figure 3)
to complete for their assigned article. I then formed
small groups of students (three to four) based on the
article they read; students discussed the information
from their graphic organizer. Students then created a
group poster with three basic requirements: describe
the issue, why/how it is damaging the St. Lawrence
River ecology, and what is being done about it (see
Figure 4).
Students completed a carousel activity where they
moved around the room to view the posters and take
notes about the issues showcased in each one. After-
ward, in their groups, students discussed how these
issues affect the St. Lawrence River ecology. For home-
work, students wrote a paragraph summarizing their
group discussion. The following day, I used students
summaries to revisit the food web. We re-created the
human food web, but this time, I incorporated laminat-
ed cards of each of the various invasive species that are
now present in the St. Lawrence River. We simulated
what would happen to the food web and local habitats
based on the introduction of the invasive species and
changing water levels.
Students returned to their anticipation guide/
formative assessment and reworked the statements.
Many students were able to add additional information
to what they already knew and ended up changing
their thoughts on some of the statements. When I
read over the anticipation guides after students were
nished, I could see how much students knowledge
had grown and developed due to the completion of
the activities.
Culminating project
At the end of the unit, each student chose one inva-
sive species to investigate via a web-based activity.
Students used teacher-provided websites and also
conducted independent online searches. Students had
guiding questions to answer about their species (see
Figures 5 and 6) and needed to choose a format such
as photo story (digital photo album where students
can incorporate music and voice-over), PowerPoint, a
Research one invasive species in the St. Lawrence
River from the following list:
Zebra Mussel, Round Goby, Bloody Red Shrimp, Chi-
nese Mitten Crab, Ruffe, Eurasian Watermilfoil, Euro-
pean Frogbit, Purple Loosestrife, Water Chestnut, Yel-
low Floating Heart, Brazilian Waterweed, New Zealand
Mudsnail, Spiny and Fishhook Waterea
A. What is it? (Scientic name, common name, and a
description of what it looks like)
B. Where does it come from? (Country of origin and
how was it introduced into the river)
C. What are the effects of this species on the local food
chain/web?
D. What is being done to control it?
Create a photo story, educational video, webpage, mini-
book, or newspaper article highlighting the research
that you found. Make sure that it fullls all the require-
ments of the rubric (Figure 6).
Online research
FIGURE 5
newspaper article, poster, mini-book (four-page book
created from folding two pieces of white paper verti-
cally and stapling on the end), video, or webpage to
present their information.
Conclusion
During this unit, my students not only reinforced
their existing knowledge of ecology, but also had the
opportunity to see the real-life applications of what
they were learning. This unit can be used in place of
any existing ecology curriculum and can be adapted
to best t the needs of the teacher and the ecological
place or problem.
Possible extensions for this unit are to take students
on a nature tour of the river offered by a local boating
company so that students can see the different habitats
and how the invasive species have affected the habi-
tats. Also, Save the River is always looking for people
to be riverkeepers. This program educates people in
the community on how to take and analyze samples of
the various waterways to check for organisms, water
quality, and other factors. Finally, our local paper con-
tinually publishes articles about the river; a current
events session in class is a good time to present an
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Name: ________________________ Teacher: ________________________
Date: ________________________ Title of work: ________________________
Criteria Points
1 2 3 4
Organization The
information is
incomplete and
disorganized.
Information is
complete, but
disorganized.
Information is
complete and
organized.
Information is
complete and
very logically
organized.
Research Does not
answer any
questions
suggested in the
template.
Answers some
questions.
Answers some
questions and
includes a few
other interesting
facts.
Answers most
questions and
includes many
other interesting
facts.
Quality of information Information has
little to do with
the main topic.
Information
clearly relates to
the main topic.
No details and/
or examples are
given.
Information
clearly relates
to the main
topic. It provides
12 supporting
details and/or
examples.
Information
clearly relates to
the main topic. It
includes sev-
eral supporting
details and/or
examples.
Creativity Format chosen
for product does
not t topic, nor
does it enhance
understanding.
Format chosen
for product is
logical, but does
not enhance
understanding.
Format chosen
for product is
logical and en-
hances under-
standing.
Format chosen
for product is
logical,
enhances
understanding,
and original.
Grammar and spelling Very frequent
grammar and/or
spelling errors.
More than two
errors.
Only one or two
errors.
No grammar
or spelling
errors.
Total
Rubric for culminating project
FIGURE 6
article and discuss its implications in relation to what
students have learned and already know. n
Resources
Aquatic invasive specieswww.seagrant.noaa.gov/the-
mesnpa/aquaticinvasivespecies.html
GloBallast Partnershipshttp://globallast.imo.org
National Invasive Species Information Centerwww.
invasivespeciesinfo.gov
New York State Education Department. 2009. Intermediate
level science core curriculum standards, grades 58.
www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Save the Riverhttp://savetheriver.org
The National Invasive Species Councilwww.
invasivespecies.gov
Maria Mesires (mmesires@watertowncsd.org) is a
seventh-grade science teacher at Case Middle School
in Watertown, New York.
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28 SCIENCE SCOPE
Picture
THIS
Taking
Human
Impact
Seriously
by Patricia Patrick and Tammy Patrick
H
uman impact is one of the most impor-
tant topics in environmental education
today, and one of the largest links to en-
vironmental degradation. Unfortunately,
middle school students often view human impact
as an abstract idea over which they have no con-
trol and do not see themselves as contributing to
the Earths environmental decline. How better to
uncover students ideas concerning human impact
in their local community than to have them take
photographs? Our goal was to develop an environ-
mental science lesson that provides richer connec-
tions among art (photography), science (human
impact), writing (critical/editorial), technology
(digital storytelling), and community involvement
(art show). With this objective in mind, we devel-
oped a program called Picture THIS: Taking Hu-
man Impact Seriously, which asks middle school
students to take photographs documenting hu-
man impact.
Ansel Adams and the concept of
human impact
The rst day of the project we introduced students
to the life and photography of Ansel Adams using
Ansel Adams: A Documentary Film (available at
www.pbs.com, $20). Adams, famous for the words
This picture shows healthy trees, healthy land, and clean air.
The trees give oxygen to the air. The air becomes more healthy also.
Diana Moure, student
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and photographs he used to depict the environ-
ment, believed that humans and nature had to
coexist. He used photography to record the wild,
untouched parts of the American West.
After watching the film we discussed Adamss
work with the Sierra Club, his love for the environ-
ment and photography, and his concern about the
interactions between humans and Earth. To moti-
vate students to discuss Adams, we hid questions
under students desks using sticky-notes. We asked
the following questions: What was your favorite
part of the movie? What did you learn about Ansel
Adams? Why do you think Ansel Adamss photo-
graphs are important? What happened to Ansel
Adams as a child that changed his life? What was
Ansel Adamss view of the environment? In addition
to the film, we prepared a PowerPoint of Adamss
biography and photographs, including images
of Adams as a young man taking photographs in
Yosemite National Park, as an older adult at Big
Sur, and 15 of his black-and-white photos. We used
photographs we found on the internet to create our
PowerPoint. Copyright was not violated because
we did not sell the PowerPoint and we referenced
the photographs.
Some of Adamss photographs that we used
were taken from a long distance, which allowed
students to appreciate the size of the mountains
in Yosemite National Park. Students were drawn
to the vastness of the landscapes Adams photo-
graphed. While students viewed the photographs,
we asked them if they noticed that some of his
photos looked like other objects. We asked them
to come up to the whiteboard, circle the areas in
the photograph, and describe how the photograph
appeared to be another object. For example,
one of his sand dune photographs looks like an
airplane, and in his photo entitled Roots, Foster
Gardens, roots appear to be snakes. By taking a
close look at Adams photographs, students were
able to think more cognitively about how Adams
took each photo.
Farm, Farm workers, Mt. Williamson in background, Manzanar Relocation Center, California (Ansel Adams, 1943)
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PICTURE THIS
30 SCIENCE SCOPE
Prior to showing the PowerPoint, we provided
students with a handout of hints for taking photo-
graphs (Figure 1). We asked students to view each
photograph in the PowerPoint and think about how
Adams may have utilized the hints. What did they
see in each photograph? How did Adams set up the
photograph? What was Adams thinking when he took
the photograph? Where was he standing in relation to
what was photographed? These questions gave stu-
dents ideas about how to take their own photographs.
Adams used photography to try to capture the beauty
he saw in nature and communicate his environmental
concerns. We asked students to think of a beautiful
place. We asked them to describe the place, why they
thought it was beautiful, and how they would feel
if it were destroyed. After this exercise, we asked
students to reect on the documentary lm and to
explain how Adams was representing his environ-
mental concerns through his photography.
The 15 black-and-white photographs we chose for
the PowerPoint included depictions of the environ-
ment that were natural, and some that were inu-
enced by humans, i.e., human impact. For example,
Adamss photograph Monolith, the Face of Half
Dome, would be considered a photo of an area unaf-
fected by humans, whereas, his photograph Farm,
Farm Workers, is an expression of how humans were
transforming the Earth. To elicit students under-
standing of human impact, we showed the previous
photographs back to back and asked students to de-
Your subject does not necessarily have to be on
the same level as you. You can take a picture by
laying or squatting on the ground for lower views
or get up high and take a picture by looking over
your subject.
Use a plain background. A plain background
shows off the subject you are photographing.
When looking through the viewnder, force your-
self to study the area surrounding your subject.
Do not place part of the background in your pho-
tograph if it isnt important to the subject.
Too much Sun can ruin your photos. Use a ash
at close range if your subject is backlit by strong
sunlight. This will eliminate dark shadows on
objects and faces.
Make sure you are close enough to your subject
before taking the picture. Your goal is to ll the pic-
ture area with the subject you are photographing.
Move the subject away from the middle. The
middle of your picture is not the best place to put
your subject. Start by playing tick-tack-toe with
your subject by placing your subject in different
spots of your viewnder, and then decide which
one works best.
Take some vertical pictures, too. Do not just go
horizontal with your camera.
Placing the horizon line high in the frame will ac-
cent the foreground details and enhance distance.
Placing the horizon line low in the frame will cap-
ture dramatic skies.
Helpful tips for
taking photographs
FIGURE 1
Student caption: People cut down trees to make a eld. They
keep cows here. Not having trees and having cows destroys
oxygen.
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PICTURE THIS
scribe how they were different. Students immediately
noticed the migrant workers in the photograph. We
asked students to explain how this was different from
the photograph of the monolith (no humans in this
photograph). We asked them what the workers were
doing in the photograph (harvesting potatoes) and
how they thought farming affected the environment.
For example, what might have been in the area before
the farm was there? How did they think having a farm
there has inuenced or changed the area? After the
questions and discussion, we explained that the farm
was an example of human impact. Human impact is
any change in the environment due to human activity.
Once students were able to recognize the differences
in Adamss photographs, we replayed the PowerPoint
and asked students to identify human impact in the
photos. They were asked to explain the features in the
photo that represented human impact, to determine
if the features represented a positive or negative im-
pact, and to provide reasons for their decision.
The last photograph on the PowerPoint, of a forest
re, was not taken by Adams. This photograph was
also found online using Google Images. As before,
students were asked to identify the human aspects
of the photograph and determine if they were posi-
tive or negative. Nearly all the students replied that
the re had a negative impact. However, there were
a few students who identied the re as a positive
impact and explained that re could be used to clear
land for new trees, control forest res, add nutrients
to the land, and maintain pine forests. We did not
provide students with further examples of human
impact photographs for fear that numerous examples
of human impact on the environment would inuence
students photographs.
Picture THIS
The same day, once we were satised students under-
stood the concept of human impact, we introduced
the Picture THIS project. Each student received a
disposable camera and a project packet. We used dis-
posable cameras because this activity was complet-
ed as part of a project to collect data concerning how
students viewed human impact in their local commu-
nity. Therefore, we did not want to provide students
with an opportunity to alter their photographs. If we
allowed students to use digital cameras to collect
the photographs, they would be able to change their
photographs, and we would not be collecting their
The objective of this art project is for you to go out into
the community and observe how humans have made
an impact on the environment. Then, after careful ob-
servations, you will need to take 24 different photo-
graphs of what you think is a good representation of
how humans have impacted the environment.* Ask
yourself, how have people changed the environment
and are the changes good or bad?
You will need to make a written journal entry for
each picture that you take. Once you have completed
your journal and all the pictures have been taken, you
will need to have your pictures developed and bring
both the journal and the pictures back to class. You
have four weeks to do your environmental photogra-
phy project.
Pictures and journals are due on _______________.
*Pictures of your friends, family, etc. will not be accepted.
Photography journal: Human
impact on the environment
FIGURE 2
original thoughts. To save money, you could have
students share cameras. For example, you could put
students into groups of two or three students. The
project packet included the following:
A sheet (Figure 2) that provided students with the 1.
project objectives. The sheet explained that stu-
dents were to take photographs in their local com-
munity that illustrated how humans have impacted
the environment.
Twenty-four photograph information sheets (Fig- 2.
ure 3), one for each photograph on the disposable
camera. Students used these sheets to record data
about each photograph they took. They were also
asked to include why they took the photograph,
how the photograph represented human impact,
and how the photograph made them feel.
A rubric (Figure 4) explaining to students exactly 3.
what they needed to accomplish to achieve a pass-
ing grade on the project.
A parental information letter stating that students 4.
would be involved in the Picture THIS project and
what was expected. We asked students to have
parents sign the letter and return it, stating that
they knew their child was involved in the project.
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PICTURE THIS
32 SCIENCE SCOPE
Name________________________
Grade________________________
Day__________________________
Picture #_______________
Circle the time of day the picture was taken:
Morning Afternoon Evening
Describe the subject of your photograph.
(What is the subject of your photograph?)
Why did you choose this particular subject as one of
your photographs?
How does the picture of your subject portray how
humans have impacted the environment?
Why do you believe that the subject of your pho-
tograph is a good visual representation of human
impact on the environment?
Is the subject of your photograph a positive or nega-
tive representation of human impact on the environ-
ment?
How does the subject of your photograph make you
feel and why?
Photography journal:
Photograph information sheet
FIGURE 3
Students were told they could only take photos
in their local community, and photos from family
trips outside the community would not be accepted
(for example, photos of the family trip to the Grand
Canyon). Students were warned not to endanger
themselves and not to trespass while taking the pho-
tographs. They were also told not to take photos of
their friends and family. Surprisingly, students only
included friends and family members in the photos
if they were doing something the student thought
represented human impact. For example, a student
took a photo of her cousin and noted, By just being
alive she is affecting the environment.
We allowed students two weeks to complete the
project. Once the photographs were developed, stu-
dents placed the photographs and their photograph
information sheets in a three-ring binder, gluing the
correct photograph to the back of the correspond-
ing information sheet. If you use digital cameras,
students can save their photographs and writings on
a CD. When they had nished assembling their pho-
tographs, we asked students to select the one they felt
best represented all of their photos. In other words,
which photo best represented the name of the proj-
ectPicture THIS: Taking Human Impact Seriously?
Students wrote a few paragraphs concerning why
they thought the selected picture best represented
the project. When writing, students were asked to
consider and answer the following questions:
When did you take this photograph (time of day)? 1.
What is the subject of this photograph? 2.
In this picture, how have people affected the envi- 3.
ronment?
Does your picture represent a positive or negative 4.
change in the environment?
How does this picture make you feel? 5.
How do you want other people to feel when they 6.
look at this photograph?
For the technology part of the project, we asked
students to use Photo Story 3 for Windows to produce
digital stories showing their work. You can also use
Windows Movie Maker or iMovie for Mac. These
come free with some computers, or you can download
software for free on the internet. Most schools will al-
low this once the appropriate IP people are contacted.
Students had to use at least 15 photographs from the
project and develop a digital story. Additionally, stu-
dents were told to use their photograph information
sheets to provide the voice-over information concern-
ing each photo in the digital story. We asked students
to read directly from their photograph information
sheets as a voice-over for each photograph.
The last aspect of the project was to involve the com-
munity. We held a community art show to showcase
students best photographs, which was attended by 98%
of students and parents, and featured on the local news.
During the art show, the digital stories were played on
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Mar ch 2010 33
Category Description
Excellent
(5 points)
Good
(4 points)
Average
(3 points)
Poor
(2 points)
Needs
work
(1 point)
Creativity Does the work show originality? Does
the project show thought and innova-
tiveness? Does the work show the stu-
dent used higher-level thinking skills?
Technique Does the student handle the media well?
Does the student explore and experiment
with the materials? Does the student
demonstrate proper use of the materials?
Composition
and design
Is the overall design successful? Did
the student follow all the directions that
were given?
Craftsmanship Does the work show neatness? Does the
project demonstrate good-quality work?
Is the work presentable? Is the work
displayable? Was the student successful
in planning and creating the work?
Concept Does the project effectively communi-
cate human impact? Does the project/
work show an understanding of human
impact? Are the photos taken by the
student and not copied? Are the photos
taken in the local community? Does the
project achieve the desired outcome in
a masterful way?
Journal writing Were all pages of the journal lled out?
Was the journal in complete sen-
tences? Was the journal lled out for
complete understanding?
Participation Did the student display a willingness to
do the project? Did the student do the
project?
Project was on
time
Was the project turned in on the due
date? If not turned in on the due date,
how late was the project? Does the
project seem to have been rushed?
On time
1 day
late
2 days
late
3 days
late
4 days
late
Growth Does the work show progress, improve-
ment, and an understanding of human
impact? Does the project show thought?
Does the work show an improvement
compared to previous projects?
Rubric for photography journal
FIGURE 4
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PICTURE THIS
34 SCIENCE SCOPE
a wall using an LCD projector. Awards were given for
the best photos. The principal and faculty served as
judges, and local businesses provided the prizes. After
the art show, the winning photographs were displayed
in a local bank.
Reection
After doing this project at three middle schools, we
have identied and addressed issues that came up.
When we developed the project, we did not take into
account special needs students. However, after we
explained the project, some of our special needs stu-
dents asked if they could do the project together, and
theirs turned out to be one of the better projects.
Funding was the largest obstacle. For a class of 30
students, the cost for disposable cameras and lm
developing is approximately $500. We had approxi-
mately 100 students participate at each of the three
schools. Even though the project does have a cost
attached, every student at every school participated.
We were able to acquire funding from local education
grants, private and anonymous sources, parents, and
businesses. Additionally, several businesses in the
community provided prizes for the art show, and a
local bank agreed to display the winning artwork.
The goal of this project was to provide students
with an outlet to identify and express their trepidations
concerning human impact in their local community.
Additionally, we wanted students to do a project in
which they had ownership. We achieved these goals
through Picture THIS. In the end, not only were stu-
dents excited about the project, so were their parents
and peers, and Picture THIS was embraced by the
entire communit. n
Resources
Burns, R. 2000. Ansel Adams: A documentary lm. New
York: Public Broadcasting System.
The Ansel Adams Gallerywww.anseladams.com
Picture THIS: Using photography as a learning tool in early
childhood classroomshttp://ndarticles.com/p/
articles/mi_qa3614/is_200907/ai_n32127447
Acknowledgment
Thanks to Sayrd Prices seventh grade class at South Davie
Middle School in Mocksville, North Carolina, for providing the
student photographs and captions.
Patricia Patrick (ppatrick@bennett.edu) is an
associate professor and coordinator of elementary
education at Bennett College in Greensboro, North
Carolina. Tammy Patrick is an art teacher at Cape
Fear Middle School in Rocky Point, North Carolina.
Student caption: This is a positive impact because it [the culvert] allows the rain and snow not to ood the grass or roads.
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S
ituating instruction in a local context, socio-
scientic issues (SSIs) of fers students an
opportunity to become active participants
in the community and has the potential to
encourage them to authentically and critically par-
ticipate and engage in understanding, caring for,
and transforming the world to which they belong.
Photovoice is one way teachers can empower stu-
dents and reach these goals.
Developed by Wang and Burris (1994), photovoice
is a method by which educators provide cameras for
students so they can document issues important to
them. Students collaborate on the reasons for and use
of their pictures and reections to showcase relevant
issues and generate dialogue with community mem-
bers and policy makers who may be in a position to
mobilize change. The educators role in photovoice is
to facilitate conversation, story-telling, and reection
on pictures taken by the students, and then attempt
to codify the emergent themes that are generated
by collective discussion. Empowerment of students
is one of the key goals of the use of photovoice as a
pedagogical tool.
by Kristin Cook and Gayle Buck
Photovoice:
A Community-Based
Socioscientic
Pedagogical Tool
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PHOTOVOICE
36 SCIENCE SCOPE
Privacy
Discuss with students the need to get permission before
taking someones picture. One option is to use photo re-
lease forms in which students obtain written permission
from subjects before taking their picture. Privacy can
also be respected by taking pictures in such a way that
the identity of the people in the photograph is not clear,
for example by taking pictures from far away, or by blur-
ring out faces after the picture is developed.
Safety
As a general rule, students should not take a photograph
if it puts them at risk for injury. Students must stay with
their chaperones at all times.
Students should wear indirectly-vented chemical splash
goggles and protective gloves when collecting and testing
lake water. Consult an MSDS for any chemicals used in the
testing kit. Be sure all chemicals are approved for use in the
middle school lab. Rinse all equipment with distilled water
between trials and after use. Some of the probeware is deli-
cate, so encourage students to handle equipment gently.
Hiking shoes and weather-appropriate clothes should be
worn. Teachers should bring a rst-aid kit along.
Misrepresentation
Discuss with students the use of photography as a tool
for documenting the reality of their communities, and the
importance of not misrepresenting individuals or issues.
Ownership
Photographs should be considered the property of the
photographer. Students should get personal copies of all
their pictures. Written consent should be obtained from
the youth for the use of any pictures that will be displayed
to others outside of the project.
Direction/suggestion
As a facilitator, take care not to direct students toward
photography of a particular subject area or issue.
Disempowerment
Asking students to document the realities of their com-
munities has the potential to be disempowering if it is not
done with a focus on giving students a voice to speak out
about issues in their lives. Even if tangible social change
is not possible, ensure that the project ends on a note of
empowerment and celebration.
Ethical considerations for photovoice (adapted from Youth Voices)
FIGURE 1
Photovoice as a pedagogical tool
Though SSIs seek to empower students to become in-
volved in the implications of science in the community,
students lives in and out of the classroom are often di-
rected and structured by decisions made by others. Pho-
tovoice puts cameras into the hands of students in order
to address community issues from their point of view. It
offers teachers an insightful insider perspective into the
lives of their students. Photography also offers students
new and reective ways to perceive their own world and
the science around them. The photos taken by students
can create dialogue and serve to advance social action as
the community responds to students perspectives and
strives toward solutions. Students are able to participate
in a process that may lead to social change.
A community-based socioscientic
inquiry on lake quality
Using photovoice as a culminating project, we de-
signed the following unit as a community-based inqui-
ry that incorporated probeware technology for collec-
tion of water-quality data in Indiana. While probeware
was employed to simplify measurements of turbidity,
pH, dissolved oxygen, phosphorus, and E. coli, any
water-quality test kit could be used to collect similar
data. These kits are often available at no cost to edu-
cators through your local department of natural re-
sources, and could be supplemented yearly. Also, a
classroom set of digital cameras used for photovoice
could be purchased and used annually. Teachers can
ask local photo-processing companies to donate their
printing services or digital pictures could be show-
cased on a classroom computer. (See Picture THIS:
Taking Human Impact Seriously in this issue for ad-
ditional information.)
While photovoice could be used in any content area
at any grade level, this unit was geared toward middle
school science students. When planning for a com-
munity group discussion, we contacted the local parks
and recreation department to inquire about events or
gatherings at which students could speak with interested
parties. Other community contacts could include school
boards, natural resource management groups, and other
nonprot parties. See Figure 1 for additional photovoice
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Mar ch 2010 37
PHOTOVOICE
Master Professional Apprentice Intern Score
Support Who, what, where,
when, why, how an-
swered with supporting
empirical information
facts, research, statis-
tics, or quotes
Answers the basic
questions of who,
what, where, when,
why, how with sup-
porting information
examples or quotes
Answers the
basic questions
of who, what,
when, where,
why, and how
Answers three of the
six basic question
who, what, where,
when, why, and how.
Content* Presents a single
issue with thorough
explanation of associ-
ated concerns and
inuences
Presents a single
issue with adequate
explanation of asso-
ciated concerns and
inuences
Presents the
issue with
adequate
explanation
Explanation of
issue needs more
information
Coverage Presents issue from
more than three view-
points
Presents issue from
three or more view-
points
Presents issue
from two view-
points
Presents issue from
one viewpoint
Clarity Provides information
that claries view-
points, attitudes, and
involvement beyond
the average coverage
to communicate ad-
ditional insights
Provides informa-
tion that claries
viewpoints, attitudes,
and involvement that
communicate ad-
ditional insights
Provides ad-
equate informa-
tion of the issue
that suggests
additional in-
sights
Provides minimal
coverage of the topic
Organization Well organized with an
engaging introduction
Organized with a
good introduction
Somewhat
organized with
an adequate
introduction
Disorganized
with a weak
introduction
Sources Uses and cites three
or more print and inter-
net resources
Uses and cites two
print and internet
sources
Uses and cites
one print and one
internet resource
Uses and cites one
print or internet re-
source
G.U.M.
(grammar,
usage,
mechanics)
Uses words, spelling,
and punctuation ac-
curately and correctly
with no errors
Uses words, spell-
ing, and punctuation
accurately and cor-
rectly with no errors
Uses words,
spelling, and
one punctuation
accurately and
correctly with no
spelling errors
Uses words, spelling,
and punctuation ac-
curately and correctly
with two or more
errors
Style Effectively uses ad-
vanced sentence struc-
ture and vocabulary
Effectively uses sen-
tence structure and
vocabulary
Sentence struc-
ture and vocabu-
lary correct
Sentence structure and
vocabulary are unclear
two or more times
*Content should include a presentation of the following: Water-quality data in charts or tables, written interpretations
of the data, use of unit vocabulary, and recommendations for improving the lakes water quality. Vocabulary could
include nutrients, water table, nonpoint source pollution, erosion, pH acid, sedimentation, watershed, groundwater,
point-source pollution, runoff, nitrate, acidic/alkaline, invasive species, macroinvertebrates, aquatic plants, microbes,
inltration, Phosphate, dissolved oxygen, native species-plants, salinity, thermocline, stream bed, turbidity, pollution/
pollutants, surface water, and eutrophication.
Vocabulary and rubric to assess water-quality unit (adapted from www.iptv.org/
exploremore/PDFs/Rubrics_and_Student_Projects/WebQuestRubric-Short.pdf)
FIGURE 2
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PHOTOVOICE
38 SCIENCE SCOPE
information such as safety and ethical considerations
for photo taking, and Figure 2 for an assessment rubric
of this unit.
Conclusion
Active, project-based, constructivist SSI teaching
where students ultimately take action in the com-
munity after studying the science content, the soci-
etal implications of technological devices and their
uses, and the relevant community dimensions at
play in science is a powerful tool for engaging stu-
dents in building their higher-order thinking skills,
decision-making skills, and understanding of scien-
tic knowledge. Using the tool of photovoice helps
students experience empowerment through SSI ac-
tivities by encouraging them to care for the environ-
ment and educate others about their perspective. n
References
Wang, C., and M. Burris. 1994. Empowerment through
The mission
Local residents are asking expert middle school scientists
to take on some important tasks: (1) to identify, document,
research, and propose solutions to management issues
facing the Griffy Lake Nature Preserve and (2) to dialogue
with the Bloomington community about the health of this
local water source and recreational lake area.
The itinerary
1. Working as a water-quality inspection team (24 stu-
dents per group), you will identify what data need to be
collected about Griffy Lake and how to go about collect-
ing those data. What information will you need? What
materials/equipment? How will you collect the informa-
tion? How will the data be recorded? You will want to con-
duct research online to investigate management tech-
niques and water-quality information (see Resources).
Note to teachers: This is a time for guided exploration.
Have students search the internet (see Resources) to
gain an understanding of what is important to consider
when investigating water quality. Some prompts to guide
students research are: What is Griffy Lake being man-
aged for (e.g., recreation, shing, water clarity)? What
water-quality measures are important for this manage-
ment? For example, if swimming is allowed, then we will
want to know something about the E. coli in the water.
How will you collect this information? What are the ap-
propriate tests to nd this out? What safety precautions
will you need to carry out when collecting the data using
the materials/equipment?(See Figure 1.)
Safety precautions would include having students wear
proper hiking shoes and weather gear, as well as taking
sanitation measures for data-collection trials. As students
begin locating information, provide or have them develop
a standard water-quality data table to record their results
about such factors as E. coli, turbidity, phosphorus, Sec-
chi disk, pH, ammonia, nitrogen, chlorine, calcium, dis-
solved oxygen, and biological oxygen demand. Teachers
can prepare the data chart around the materials and in-
structions in the water-quality kit they use.
2. You will be traveling to Griffy Lake Nature Preserve to
research and collect data. You will be provided with labo-
ratory materials/equipment you previously identied to as-
sist your research. You will also be provided with a camera
so that you can document the lake issues that you think
are the most important. Ideas for photos include: Pictures
of strengths and weaknesses of the lake, things around
the lake that you want to talk about or change, or simply
how you see the lake and its importance. See Figure 1
for ethical and safety considerations prior to taking pho-
Activity Worksheet: Listening to the lake
photo novella: Portraits of participation. Health Educa-
tion Quarterly 21 (2): 17186.
YouthVoiceswww.youthvoices.ca/photovoice.html.
Resources
Environmental Protection Agency: Clean lakeswww.epa.
gov/owow/lakes
Freshwater aquatic creatures and other information on
ponds and lakeswww.mbgnet.net/fresh/lakes
Point and nonpoint source pollutionwww.lz95.org/mss/
lz95online/wetlandwq/sourcepollution.htm
Water quality of inland lakes (includes water-quality reports
on Great Lakes)http://science.nature.nps.gov/im/units/
GLKN/monitor/InlandLakesWQ/WQ_InlandLakes.cfm
Kristin Cook (kshockey@indiana.edu) is a doctoral
candidate and Gayle Buck is an associate professor,
both in the Department of Curriculum and Instruction
at Indiana University in Bloomington, Indiana
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Mar ch 2010 39
PHOTOVOICE
tos. Your teacher will give you basic training on using the
cameras and specic instructions for photo processing or
how to submit photos electronically. Note to teachers: Be
sure students know what materials/equipment they will
be using and how to use them effectively. Bringing water
samples into the classroom to test prior to the eld trip is
strongly recommended. Also, a discussion about proper
recording techniques and multiple trials should accom-
pany this practice session in the classroom. Practice with
all cameras beforehand and prepare instructions to t the
particular type of cameras that you will be using. Also,
be sure to follow district guidelines for the eld trip and
ensure all chaperones understand and can help students
with proper safety precautions.
3. After the eld trip, the class will pool data and develop
summary charts that reect your understanding of cur-
rent lake conditions and concerns. As a class, you must
decide which data and photographs are most informative
to present to the community. (Note to teachers: Students
should try to narrow down the photos they bring back to the
classroom to no more than ve.) You will also individually
write narratives for the photographs you took. Each team
member should select one or two pictures that they want to
discuss with community members. In choosing your pho-
tograph, ask yourself which one(s) best depict the issues
you have explored. You should choose pictures that you
are comfortable sharing and talking about. For your narra-
tive, write about what is happening in the picture, why you
took the picture, and/or what it means to you. See below for
more ideas for writing the photo narrative:
What is the issue?
Why is this an issue?
Why is this issue interesting or important?
Who is affected by this issue?
Where is this issue occurring?
When did this issue become evident?
What does the future look like for this issue?
Individual team members will need to write captions
for their selected photo(s). Use the SHOWED format
below to generate captions, tell the story of the pictures,
or identify the issues and themes that emerge (see Youth
Voices in References):
S: What do you see here?
H: What is really happening here?
O: How does this relate to our lives?
W: Why does this problem or strength exist?
E: How can we become empowered about this issue?
D: What can we do about it?
As a class, we will discuss our photos and narratives be-
fore presenting to the community. Note to teachers: When
developing themes, have individual students volunteer to
read their narratives aloud to the class while you write on
the board key phrases from their narrative. For example, if
a students narrative says something like: The sh in this
picture look like they are swimming in a grease puddle,
you might record on the board sh, pollution. Once you
have done this with a few narratives, have students look
at the key phrases to identity common themes of the nar-
ratives. For example, a theme might be protecting sh.
After modeling this, teams will continue theme generation
by reading their narratives to one another and develop-
ing a list of common themes. One representative from the
group will share the themes with the rest of the class to
develop a larger list of themes. Through this discussion,
certain common issues or themes can emerge that lead
to main ideas or messages that the class wants to com-
municate to the community. This not only allows students
to note the diversity in meaning of the preserve to their
peers but also helps to articulate the overall classroom
message students wish to convey to the community.
4. Finally, you will be regrouped according to similar themes
and will present their collective ideas to the community
about issues, concerns, and proposed solutions to help
with managing this important lake and recreational site.
Your class will showcase photos, narratives, and summary
charts to an interested and informed community group and
talk about ways to effectively manage Griffy Lake Nature
Preserve. You can pair up with peers who have similar or
contrasting themes for your presentation. Before present-
ing to the community, be sure to check the rubric to make
sure that you are covering all facets of the project in their
written reports (see Figure 2). Each original data-collection
team will hand in a written report of their data and recom-
mendations for improving water quality. Note to teachers:
Please spend class time discussing proper charting and
graphing techniques if students will be using these in their
presentations and written reports. It is helpful if teachers
either invite local Department of Natural Resources com-
munity members or lake ofcials to the classroom for the
student presentation or nd out when a local environmental
town meeting is occurring and ask if students can attend to
share their impressions of the lake.
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40 SCIENCE SCOPE
I
n the rst months of 2009, the International Year
of Astronomy, we developed an educational proj-
ect for middle-level students connected with the
rst astronomical discoveries that Galileo Galilei
(15641642) made 400 years ago. The project in-
cluded the construction of a basic telescope and the
observation of the Moon. The project, if completed
in full, can be accomplished in about 20 hours over
the course of a month.
The experimental method and an
introduction to Galileo
During the rst lesson we gave each student a lab
notebook to use throughout the project for record-
ing observations, doing homework assignments, and
completing in-class activities. During this rst lesson
we asked students to write in their notebooks ve
words they associate with scientists and their work,
such as study, observe, analyze, experiment, discover,
and invent. Students then read their words aloud and
the teacher recorded them on the blackboard. We
then discussed what scientists do and how they might
approach a subject they are interested in studying.
Finally, guided by the teachers, students discussed
the processes of science.
During the second lesson, students
were introduced via a computer presen-
tation to the most important scientist
for our project: Galileo. The presen-
tation included information about
when Galileo lived, his studies, his
career, the centrality of the experimental
method in his research, his inventions, the
telescope, the major astronomical discoveries he
made, the geocentric versus the Copernican system,
and why Galileo was put on trial for his ideas. There
were images of paintings from this period, pictures
of instruments, planets of the solar system, and the
beautiful drawings that the scientist himself created
to document his observations of the Moon. Informa-
tion and images are easily available on the internet;
teachers can choose what to use according to their
preferences, or instead of presenting the information
ask students to research aspects of Galileos life and
times and share their ndings with the class. This
study of Galileo was continued in a history class
where students learned the historical relevance of
this scientist.
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A glass crystal is used to
separate the colors of sunlight
FIGURE 1
Looking through the converg-
ing lens (top) and through the
diverging lens (bottom).
FIGURE 2
First observations about light
After the introductory lessons we shared with stu-
dents some basic, grade-level-appropriate information
about the behavior of light:
Light moves, starting from a source and reaching
an object.
Light moves very fast; only when the light source
is very far from us (e.g., the stars) does light take a
long time to arrive.
Every illuminated object diffuses light around it; when
this light enters the eye, you can see the object.
Light moves along straight lines, as shadows might
indicate.
Sunlight is composed of several colors; with a
prism or a glass crystal it is possible to separate
the colors of the light.
An object can absorb or diffuse a sunlight color.
The eye can see only the diffused color, which is
responsible for the color of the object.
A lens can make light rays approach or separate;
lenses can be converging or diverging. Different
lenses are used in everyday life, such as magnify-
ing glasses and eyeglasses.
We discussed the rst three points with students, and
they veried the other points using simple materials
and everyday objects. For example, to understand that
light moves along straight lines, students observed the
geometrical relationship between the shadow produced
by an object and the object itself. Some crystals taken
from a chandelier were useful to show the separation
of the colors (see Figure 1); working in pairs, stu-
dents observed the phenomenon with a ashlight in
the darkened classroom or using the direct sunlight
entering from the window. Then they recorded their
observations in their lab notebook.
A glass of water was used as a converging lens
to show that the dimensions of a vertical pencil im-
mersed in water appear different depending on the
pencils position in the glass. Then the ef fects of
converging and diverging lenses (magnifying glasses
and eyeglasses) were investigated with different light
sources: the Sun, a battery-operated ashlight, and
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EXPLORING GALILEOS TELESCOPE
42 SCIENCE SCOPE
at every distance. This effect was claried as students
observed that for this kind of lens, rays cross at a point
called focus (the arrows in Figure 3 demonstrate how
an image can appear right side up or upside down,
depending on the position of the object).
The telescope
In approximately 1609, Galileo learned that some
spectacles (he was referring to a tute) had been
produced in Holland that allowed the user to see ob-
jects that were far away as if they were closer. Such
spectacles, small tubes with a couple of lenses at the
ends, were considered toys at the time, but Galileo
immediately perceived the importance of such de-
vices for military and scientic use. In particular, he
was able to improve the characteristics of the Dutch
instrument by producing new lenses. He used his
own instrument between the fall of 1609 and the
spring of 1610 to observe the sky and the surface of
the Moon. His instrument, which was essentially a
pair of lenses, is quite simple to reproduce, and its
construction in the classroom provides students an
introduction to the study of science.
This telescope is built using a couple of spectacle
lenses: the lens close to the eye is called the eyepiece,
while the lens facing the observed object is called the
objective. We used a converging lens with a power
Attaching the lens to the cardboard tube
FIGURE 4
a
b
o
u
t 3
c
m
Diaphragm Lens Cardboard ring
laser pointers. (The laser should only be operated
by a teacher adhering to proper safety procedures.
Students should be warned not to look into the laser.)
Finally, students looked through the lenses that would
be used next to construct their telescopes (Figure 2).
They observed the strange behavior of the converg-
ing lens: It turned the image of an object upside down
when placed at a certain distance between the ob-
servers eye and the object, but this does not happen
An acrylic cylindrical lens is
used with a couple of laser
diodes. Light rays cross at the
focal length of the lens.
FIGURE 3
Cardboard tube
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Mar ch 2010 43
of +1 diopter for the objective (1 m focal distance)
and a diverging lens with a power of -8 diopters for
the eyepiece (-12.5 cm focal distance). In this case, a
magnication of 8 (the ratio between eyepiece power
to objective power) is obtained. The lenses should be
mounted at a distance of 87.5 cm to focus for innity,
but a variable length of the tube enables the observa-
tion of near objects that require a greater separation of
the lenses. When a converging lens is used as objective
and a diverging lens is used as eyepiece, we have the
so-called Galilean telescope: The image is erect and
consequently the telescope is also suitable for terres-
trial observations (other types of telescopes produce
upside-down images). The magnication chosen for
our instrument is comparable with the magnication
of the early telescopes made by Galileo.
Lenses can be purchased through an optician, but
they are rather expensive (about $30 per lens). Ordering
directly from a company that produces lenses drastically
reduces the price to about $1 per lens if many pieces
are purchased. For safetys sake, plastic lenses should
be used. A couple of cardboard tubes, with slightly dif-
ferent diameters so one could slide inside the other,
were prepared by the teachers for each telescope. The
external tube should be approximately 70 cm long and
the internal one about 50 cm. These tubes are typically
sold to send posters by mail, and can be purchased at
the post ofce or a stationery shop for approximately
$12 per tube. Each telescope requires two tubes with
diameters that allow one to t within the other. Card-
board rings are used to hold the lenses in place and
reduce the size of the aperture. The rings are taped to
the ends of the cardboard tubes (see Figure 4).
The telescope in the classroom
The teachers introduced the telescope to students by
showing them a diagram of a completed intrument.
After the parts of the telescope were described by the
teacher, students diagrammed the instrument in their
lab notebooks. Next, before starting the construction
of their own telescopes, students examined a teacher-
constructed telescope to learn how it was assembled
and reviewed safety guidelines for working with
sharp-edged cutting tools.
Finally the class divided into groups of four to ve
students; each group assembled one telescope. Stu-
dents covered the tubes with colored paper, prepared
the housing for the lenses, inserted the lenses at the
ends of the tubes, and limited the apertures with the
diaphragms (to reduce the inherent aberrations of
the lenses). After about three hours, the telescopes
were ready; the resulting instruments were very nice
(Figure 5).
Before they began making observations of the
Moon with their telescopes, it was necessary to train
students how to use them. Students had to learn to
deal with the small eld of view and shaking caused
by hand quivering and breathing. To help steady the
telescopes, we had a carpenter prepare bases for the
instruments (Figure 6).
The rst observations were performed in a long
corridor of the school. Some items (pictures of animals
in a book, a few words, and numbers placed on a table
or propped against the wall) at a distance of about 20
m and well lit with a lamp were students targets of
observation. Students were asked what they could
see with the naked eye and what they could see with
A complete telescope that was decorated during art class. Even the telescopes made
by Galileo were nely decorated. Caps were made to protect the lenses and a sheath
was produced, with the kind help of a seamstress, to protect the instrument.
FIGURE 5
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44 SCIENCE SCOPE
the telescope. The data derived from the observa-
tions were recorded in their lab notebook. Students
then compared what they saw and made additional
observations if there was any disagreement over what
they were actual viewing. With practice, students got
used to observing small details of objects about 20 m
distant. This part of the activity took approximately one
50-minute class period.
Finally, an observation of the crescent Moon at night
was organized. With such a telescope it is possible to
see mountains, seas, and craters on the Moon, and,
as further evidence that our satellite is not a perfectly
smooth sphere, the terminator (the line dividing the
bright side of the Moon from the dark side) appears
clearly indented. Observing the planets and stars is not
easy, as they are difcult to locate in the sky. However,
Galileo was able to use such a telescope to view, for
example, Jupiter and its four major satellites. Students
were excited to return to school at night, and they
enjoyed the experience both of looking at the Moon
from school, and using the telescopes at home to make
observations. Before sending the telescopes home, we
warned students not to use the devices to look at the
Sun or other bright light sources.
Conclusions
Through this project students discovered the impor-
tance of the telescope from a historical point of view:
This instrument allowed humans to peer into the sky,
discovering objects never seen before, and a new as-
tronomy started with the Galileo telescope. At the
same time students did the work of scientists, observ-
ing phenomena, recording the results in their note-
book, and comparing data. At the center of the project
was an instrument: Scientists often build devices for
their research, and even today technology develops
in parallel with science. Overall, students enjoyed
constructing their telescopes, and the teachers were
satised with student learning, another conrmation
of the advantage of hands-on experiments in the sci-
ence classroom. n
Acknowledgments
The authors wish to thank Professor Giuseppe Molesini
(INOA), Professor Alberto Righini, and the tutor, Professor
Maria Rosaria Di Santo, of the University of Florence. The
teachers C. Bardelli, A. Napoli, and D. Giomi, and N. Bellugi,
director, of the Primary School of Marciano della Chiana (It-
aly) are acknowledged for their kind helpfulness toward this
project.
Resources
Galileo Galilei, an account of the astronomical discoveries
made by Galileo using the telescopewww.hps.cam.
ac.uk/starry/galileo.html
The Galileo Project, an exhaustive report about the tele-
scope for teachers http://galileo.rice.edu/sci/instru-
ments/telescope.html
Galileos telecope, a multimedia description of the tele-
scope for studentshttp://brunelleschi.imss..it/
esplora/cannocchiale
Goehring, G.D. 1981. Galileos rst telescopes. Physics
Teacher 19: 516.
Greco, V., G. Molesini, and F. Quercioli. 1993. Telescopes of
Galileo. Applied Optics 32: 621926
Sartain, C.C. 1982. More on Galileos telescopes. Physics
Teacher 20: 352.
Strano, G. 2009. Galileos telescope: History, scientic
analysis and replicated observations. Experimental
Astronomy 25: 1731.
Van Helden, A. 1977. The invention of the telescope. Transac-
tions of the American Philosophical Society 67 (4): 167.
Observations in the corridor of the
school using a steadying frame
FIGURE 6
Samuele Straulino (straulino@fi.infn.it) is a lecturer of
physics in the School of Education (Facolt di Scienze della
Formazione) at the University of Florence in Florence, Italy.
Alessandra Terzuoli is a primary school teacher.
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Mar ch 2010 45
W
hat makes an outstand-
ing book for a young
reader? Although it
would be hard to cre-
ate a rubric for every book, experienced
teachers recognize them quickly. They
fascinate and captivate with both their
content and style. Award-winning
trade books inspire young readers to
want moremore information, more
books, more inquiry, more science.
The 37-year-old partnership be-
tween the National Science Teachers
Association (NSTA) and the Childrens
Book Council has been a celebration of
great books. Studying the lists over the
years, it is clear that there are trends in
publishing. This yearthe 40th an-
niversary of humankinds one small
step on the Moonthere is high inter-
est in both space exploration and tech-
nology. Several of the winners describe
scientic achievements that occurred
when most of our students parents
were children, yet their emphasis on
scientic method and the excitement
of inquiry will inspire future thinking
in every reader. In a sense, many of this
years winners comprise a stimulus
to a new generation of innovative tech-
nologists. This is also the year when
the entire world has struggled to come
to consensus on climate change.
Other strands have remained con-
stant over the years; the life sciences
remain the most consistent source of
high-interest books at the elemen-
tary level. Many of the winners have
special features that make them ideal
for sharing; lyric prose that reads like
poetry; large, detailed graphics and
photos that can be used for inquiry;
and dual-level text for young readers
and their mentors to share.
To earn a designation as an out-
standing trade book a publication
need not be absolutely perfect from
every perspective. Some of the books
work best for certain audiences and
might be less effective for others. A
few were recommended with reserva-
tions that are noted in the extended
NSTA Recommends review. But every
one has the potential to be that special
invitation to a lifelong adventure in
science for a student near you.
Those of you whove enjoyed this
list for years will notice a change in
the categories this year. Rather than
group the books according to topic,
weve reorganized them this year ac-
cording to the National Science Edu-
cation Standard that they most fully
support (although many will fall into
more than one, and this is noted in
each annotation).
Juliana Texley,
Lead Reviewer, NSTA Recommends
Books published in 2009
Mar ch 2010 45
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46 SCIENCE SCOPE
About the Annotations
In addition to standard publishing information, the annotations indicate the
following:
1. Titles marked with are Selectors Choicesbooks that individual panel
members responded to with particular enthusiasm.
2. International Standard Book Numbers (ISBN) are included for all available
editions (trade, library, and paperback).
3. The prices are current as of January 2010.
4. The notation Paper ed. (F) indicates that a paperback edition is forth-
coming and whether the publisher is different from the hardcover edition.
5. Reading levels [P = Primary (K2); E = Elementary (35); I = Intermediate
(68); A = Advanced (912)] are provided by the reviewers. They are in-
tended as guidelines and are not meant to limit the potential use of titles.
6. The reviewers initials follow each description (see Members of the Book
Selection Panel listed on page XX).
7. The most relevant National Science Education Standards are indicated by
Roman numerals (see below).
National Science Education
Standards
I Unifying Concepts and Processes VI Science and Technology
II Science as Inquiry VII Science in Personal and Social
III Physical Science Perspectives
IV Life Science VIII History and Nature of Science
V Earth and Space Science
Unifying
Concepts and
Processes in
Science
Neo Leo: The Ageless Ideas of
Leonardo da Vinci. Written and
illustrated by Gene Barretta. Henry
Holt Books for Young Readers, an
Imprint of Macmillan Childrens
Publishing Group. 32pp. Trade ISBN
978-0-8050-8703-1, $16.99. (E, I) Neo
Leo presents a clever look at the
amazing artist, inventor, engineer,
and scientist Leonardo da Vinci.
His original ideas inspired some
of todays most useful inventions,
ranging from contact lenses to the
helicopter. This book emphasizes
t he processes of sci ence whi l e
referencing da Vincis notes and
could therefore be used to introduce
journaling to students. Authors
Note, Bibliography. CSW (I)
Science as Inquiry
The Mysteries of Beethovens Hair.
Russell Martin and Lydia Nibley.
Illustrated with black-and-white
photographs. Charlesbridge Publishing.
128pp. Trade ISBN 978-1-57091-714-1,
$15.95. (E, I, A) Can you help solve
the 200-year-old mystery about what
caused this great musicians poor
health? After an interesting passage
through history, a lock of Beethovens
hair was analyzed with modern
forensics and problem solving to reach
a definitive answer. Authors Note,
Index. SMF (II, VII, VIII)
Written in Bone: Buried Lives of
Jamestown and Colonial Maryland.
Sally M. Walker. Carolrhoda Books.
144pp. Trade ISBN 978-0-8225-7135-3,
$22.95. (I, A) Meticulous detail and
engaging text combine to uncover
the stories of peoples lives in colonial
times, as discovered by investigation
and excavating. Walkers firsthand
account, working alongside scientists,
forensic anthropologists, and archivists,
is spellbinding. There is a strong
emphasis on anatomy. Photographs
and cl ear capti ons enhance the
amazing text. Table of Contents,
Authors Note, Source Notes, Time
(
sample
)
The Opryland. The Nashville Brothers. Illustrated with photographs.
Tennessee Press. 168pp. Trade ISBN 0-592-67321-1, $18.95; Library ISBN
0-592-64213-X, $18.99. Paper ed. (F). (I, A) Members of the Opryland crew
take readers on a tour of a tropical indoor environment. Authors Note.
ABC (VII, II)
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2 3
6 7
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Mar ch 2010 47
Line, Selected Bibliography, Further
Reading and Websites, Authors
Acknowledgments, Index, Photo
Acknowledgments. DLK (II)
Physical Science
The Story of Snow: The Science
of Winters Wonder. Mark Cassino,
with Jon Nelson. Chronicle Books.
36pp. Trade ISBN 978-0-8118-6866-2,
$16.99. (E, M) The beauty and wonder
of nature are effectively captured
in this book about the formation
of snow crystals. Ink drawings and
magnified photographs provide views
of these exquisite six-sided crystals,
the structure of which is typically
hidden in clusters. Formation of star-,
plate-, and column-shaped crystals is
described. KTR (III)
Life Science
A Place for Birds. Melissa Stewart.
I l l us t r at ed by Hi ggi ns Bond.
Peachtree Publishers. 32pp. Trade
ISBN 978-1-56145-474-7, $16.95. (E,
I) Beautiful illustrations and clear,
concise text provide a fascinating
look at a variety of birds of North
and Central America, the ecosystems
that support them, and efforts to save
them. Included is a list of actions that
individuals can take to help protect
these amazing creatures. Selected
Bibliography, Range Maps of selected
species inside front and back cover.
CSW (IV)
Animals Up Close. Igor Siwanowicz.
Illustrated with photographs by the
author. DK Publishing. 96pp. Trade
ISBN 978-0-7566-4513-7, $19.99. (E,
I) Eye-catching, close-up photographs
of more than 40 animals small enough
to fit inside the human hand are
supported by intricate details and
descriptive text in this engaging book.
Characteristics and vulnerabilities
resulting from their small size and
adaptations to improve their chances
for survival provide a unique picture
of these miniature aspects of nature.
Foreword (Authors Note), Table of
Contents, Glossary, Index, Credits.
DLK (IV)
Crocodi le Safari . Ji m Arnosky.
Sc hol as t i c Pr es s . 40pp. I SBN
978-0-439-90356-1, $22.99. (P, E) The
author invites us to join his adventures
studying the American crocodile in
the marshes of Southern Florida.
The drawings, which are simple yet
accurate, help tell the story of the
many days and nights spent trying to
locate these shy creatures. Depictions
explaining the difference between the
alligator and crocodile help us examine
crocodiles that shared the Earth with
dinosaurs. Additional Information,
Song, DVD. JCL (IV, VIII)
Even an Ostrich Needs a Nest: Where
Birds Begin. Written and illustrated
by Irene Kelly. Holiday House. 32pp.
Trade ISBN 978-0-8234-2102-2,
$16. 95. (P, E) Curved text and
multiple layers of information will
capture readers imaginations as they
learn about the fascinating variety of
birds nests. From the familiar to the
unique, nesting patterns of 40 birds
are portrayed in this engaging book.
World Map. KTR (IV)
Face to Face With Gorillas. Michael
Nichols with Elizabeth Carney.
National Geographic Childrens
B o o k s . 3 2 p p . Tr a d e I S B N
978-1-4263-0406-4, $16.95. Library
ISBN 978-1-4263-0407-1, $25.90.
(E) This book contains firsthand
i nf or mat i on and phot ogr aphs
provided by the author, who has
observed gorillas face-to-face. Part
of a series that has won many awards,
the book shows both adaptations and
behaviors. Conservation messages
about animals and their habitats are
included. Authors Note, Glossary,
Index. NSC (IV)
Face to Face With Penguins. Written
and photographed by Yva Momatiuk
a nd J ohn Ea s t c ot t . Na t i ona l
Geographic Childrens Books. 32pp.
Trade ISBN 978-1-4263-0561-0, $16.95.
Library ISBN 978-1-4263-0562-7,
$25.90. (P, I, M) Stunning photos
enlivened by refreshing text (written
by the photographers themselves) put
these funny little men in tuxedos
into a completely new perspective.
How You Can Help, Suggested
Field Trips and Web Cams, Facts at
a Glance, Glossary, Suggested Films,
Books and Websites, Index. NHM
(IV)
Flyi ng Eagle. Sudipta Bardhan-
Quallen. Illustrated by Deborah
Kogan Ray. Charlesbridge Publishing.
32pp. Trade ISBN 978-1-57091-671-7,
$15.95. (P) Short poetic lines describe
the swiftness of an eagles hunt. The
authors deliberate use of words
and illustrations will allow children
to appreciate the poetry of science.
Resources. DLW (IV, VIII)
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48 SCIENCE SCOPE
Members of the Book Selection Panel
J. Carrie Launius (JCL), Chair
Science Coordinator
Hazelwood School District
Florissant, Missouri
Carla Billups (CMB)
Fifth Grade Teacher
Jonathan Valley Elementary School
Maggie Valley, North Carolina
Nancy Chesley (NSC)
Elementary Science and Literacy
Specialist, Maine Mathematics and
Science Alliance
Augusta, Maine
Suzanne Flynn (SMF)
Professor
Cambridge College
Carver, Massachusetts
Donna Knoell (DLK)
Educational Consultant/
Review Columnist
Mission, Kansas
Nancy McDonough (NHM)
Second Grade Teacher
Walter Stillman School
Old Tappan, New Jersey
Kristin Rearden (KTR)
Clinical Associate Professor,
Science Education
University of Tennessee
Knoxville, Tennessee
Cindi Smith-Walters (CSW)
Professor of Biology and
Co-director of the MTSU Center for
Environmental Education
Check Murfreesboro, Tennessee
Diana Wiig (DLW)
Assistant Lecturer
University of Wyoming
Laramie, Wyoming
Visit CBCs and NSTAs websites at www.
cbcbooks.org and www.nsta.org.
Expanded reviews of these
award-winning books are available at
www.nsta.org/recommends.
The Human Brain Book: An Illustrated
Guide to Its Structure, Function,
and Disorders. Rita Carter. DK
Publishing. 256pp. Trade ISBN
978-0-7566-5441-2, $40. (A) This
outstanding reference is filled with
interesting, detailed information about
every possible aspect of the human
brain. Three-dimension images and
other unique computer-generated
visuals complement the massive
volume, which also includes more
than 50 brain-related diseases and
disorders. Table of Contents, Glossary,
Index, DVD-ROM. DLK (IV, VII)
In the Trees, Honey Bees! Lori
Mortensen. Illustrated by Cris Arbo.
Dawn Publications. 32pp. Trade ISBN
978-1-58469-114-3, $16.95. Paperback
ISBN 978-1-58469-115-0, $8.95. (P) By
peeking inside a tree, you can watch
a wild colony of honey bees working
together, each doing a specific job.
Large, detailed illustrations enhance the
text and poetry. Authors Note, Selected
Bibliography, Webliography. SMF (IV)
Life in the Boreal Forest. Brenda
Z. Guiberson. Illustrated by Gennady
Spirin. Henry Holt Books for Young
Readers, an Imprint of Macmillan
Childrens Publishing Group. 32pp.
Trade ISBN 9780805077186, $16.99.
(P, I) The boreal ecosystem, covering
one-third of Earths total forest
area, is revealed in this sumptuous
book. Fir trees send warnings to one
another, triggering protection against
budworms, and billions of birds
converge to raise young. Websites,
Authors Note. NHM (IV)
Redwoods. Written and illustrated
by Jason Chin. Roaring Brook Press.
40pp. Trade ISBN 978-1-59643-430-1,
$16.95. (P, E) Finding a book about
redwoods, a young boy goes on an
imaginary journey from roots to
canopy learning about the wondrous
tree. The facts are embedded within
a fantasy theme that makes this book
one that you will want to read over
and over again. The adventure is
beautifully depicted by illustrations that
will leave readers in awe. Additional
Information. JCL (IV, VIII)
Savi ng t he Ghos t of t he
Mountain: An Expedition Among
Snow Leopards in Mongolia. Sy
Montgomery. Color photographs by
Nic Bishop. Houghton Mifflin Books
for Children. 80pp. Trade ISBN
978-0-618-91645-0, $18. (E, I) Follow
research biologist Tom McCarthy
and his team on an expedition in the
remote Altai Mountains of Mongolia
as they look for the elusive snow
leopard. Readers learn about these
beautiful cats, the Mongolian culture,
and how the people of the region are
working to save the snow leopard.
Acknowledgments, Note From the
Author, Note From the Photographer,
Index. CMB (II, IV, VII)
Under the Snow. Melissa Stewart.
Illustrated by Constance R. Bergum.
ISBN 978-1-56145-493-8, $16.95.
(P) Under the snow lies a variety of
habitats in which animals live and
survive during the chilly winter
months. This book describes these
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About CBC and NSTA
The Childrens Book Council (CBC) is a nonprot trade organization that
encourages the use and enjoyment of books and related literacy materials for
young people. The ofcial sponsor of Childrens Book Week, the CBC supports
reading-encouragement programs both independently and with other national
and international organizations. The CBCs members are U.S. publishers and
packagers of trade books for children and young adults and producers of
book-related materials for young people. For more information,
visit www.cbcbooks.org.
The National Science Teachers Association (NSTA) is an organization
of science education professionals and has as its purpose the stimulation,
improvement, and coordination of science teaching and learning. For further
information on NSTA membership and services, call 800-722-NSTA.
habitats in delightful lyrics supported
by watercolor illustrations that capture
the wonders under the snow. NSC (IV)
Up , Up , a n d Awa y. Gi n g e r
Wa d s wo r t h . I l l u s t r a t e d b y
Patricia J. Wynne. Charlesbridge
Publ i shi ng. 32pp. Trade ISBN
978-1-58089-221-6, $16.95. Paperback
ISBN 978-1-58089-222-3, $7.95. (E,
P) What happens after spiderlings
grow and hatch? This real-life drama
follows the story of baby spider and
the many dangers she faces (including
being eaten by her own siblings!) as
she searches for a home of her own.
Natural History Information. CSW
(IV)
What Bluebirds Do. Written and
illustrated by Pamela F. Kirby.
Boyds Mills Press. 48pp. Trade
ISBN 978-1-59078-614-7, $18.95. (P,
E) Vivid, up-close photographs of
bluebirds portray daily activities of
these familiar backyard birds. From
building their nest to caring for their
fledglings, the life cycle of bluebirds
is presented in simple, easily read text.
Bibliography, Glossary, Webliography,
Additional Information. KTR (IV)
Wh e r e E l s e i n t h e Wi l d ?
MORE Camouf l aged Creatures
Concealedand Revealed. David
M. Sc hwa r t z a nd Ya e l Sc hy.
Photographs by Dwi ght Kuhn.
Tricycle Press. 50pp. Trade ISBN
978-1-58246-283-7, $16.99. (P, E)
Ear-tickling poems and amazing
photography keep you guessing as
you look for camouflaged creatures
on each page. Fold-out photos are
accompanied by interesting text that
explains how important it is for each
creature to be able to hide in plain
sight. Authors Note, Introduction.
CSW (IV)
Why Are Animals Blue? Written
and illustrated by Melissa Stewart.
Enslow Elementary, an imprint of
Enslow Publishers, Inc. 32pp. Library
ISBN 978-0-7660-3251-4, $22.60. (P)
Surprising examples of blue tongues,
blue feet, blue feathers, and blue faces
demonstrate how color can startle a
predator, fool an enemy, or even warm
up a body on a cool morning. Maps,
Additional Readings, Websites, Index.
NHM (IV)
Wi nters Tai l : How One Li ttl e
Dolphin Learned to Swim Again.
Juliana Hatkoff, Isabella Hatkoff,
and Craig Hatkoff. Scholastic Press.
40pp. Trade ISBN 978-0-545-12335-
8, $16.99. (P) From Clearwaters
Marine Aquarium in Florida comes
the true story of Winter, an Atlantic
bottlenose dolphin rescued from a
crab trap. Her seriously damaged tail
threatened her survival until a team
specializing in the development of
prosthetics for humans fitted Winter
with a prosthetic tail that she is now
using with great command. Authors
Notes. NSC (IV, VI)
Earth and Space
Science
Cars on Mars: Roving the Red Planet.
Alexandra Siy. Illustrated with full-
color photographs. Charlesbridge
Publ i shi ng. 64pp. Trade ISBN
978-1-57091-462-1, $18.95. (E, I, A)
Probing the surface of Mars to find
clues of the past, Cars on Mars takes
readers on a trip riding Spirit and
Opportunity to see whether life ever
existed on the Red Planet. Quirky
and fun, the book will make readers
feel like they are part of the mission.
Diagrams, Photographs, Maps and
Charts, Gl ossary, Bi bl i ography,
Additional Facts. JCL (II, V, VI)
Global Warming and the Dinosaurs:
Fossil Discoveries at the Poles.
Caroline Arnold. Illustrated by Laurie
Caple. Clarion Books/Houghton
Mifflin Harcourt. 40pp. Trade ISBN
978-0-618-80338-5, $17. (E) Dinosaurs
lived and thrived in Earths polar
regions and in the warm, tropical
environments. This book introduces
readers to the dinosaurs that inhabited
the planets extreme climate regions
and how they survived in another time
of global warming. Authors Note,
Museum Listings with Websites,
Index. NSC (IV, V, VIII)
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50 SCIENCE SCOPE
Science and
Technology
The Boy Who Invented TV: The
Story of Philo Farnsworth. Kathleen
Krull. Illustrated by Greg Couch.
Al fred A. Knopf. 40pp. Trade
ISBN 978-0-375-84561-1, $16.99.
Library ISBN 978-0-375-94561-8,
$19.99. (E) Read the little-known
story about a boys obsession with
machines and electricity, which
led to the invention of television.
The story of Philo Farnsworths
voyage from farm boy to scientific
genius is an inspiring story for
elementary children and a bridge to
an awareness of the power of science
and technology. Authors Note,
References. NSC (VI)
Inventions. Glenn Murphy. Simon &
Schuster Books for Young Readers,
an imprint of Simon & Schuster
Childrens Publishing. 64pp. Trade
ISBN 978-1-416-93865-1, $16.99.
(E, I) From defining invention to
bionics, this book gives readers a
historical timeline of development
through the ages. Each page gives
readers a visual description of the
evolution of an invention while
sharing facts and explaining changes.
The color reproductions are eye-
catching and invite readers to turn
the page. Glossary, Index. JCL (VI,
VII, VIII)
Secret Subway: The Fascinating
Tal e of an Amazi ng Feat of
Engineering. Martin W. Sandler.
National Geographic Childrens
B o o k s . 9 6 p p . Tr a d e I S B N
978-1-4263-0462-0, $17.95. Library
ISBN 978-1-4263-0463-7, $26.90. (I,
A) Read how one man with a vision
took on the Tammany political
machine in New York City to build
a subway. This is a revealing story
of the interplay between science and
culture. Further Reading, Sources,
Illustration Credits, Index. DLW
(VI, VII)
Science in
Personal
and Social
Perspectives
Almost Astronauts: 13 Women Who
Dared to Dream. Tanya Lee Stone.
Candlewick Press. 144pp. Trade
ISBN 978-0-7636-3611-1, $24.99.
Paperback ISBN 978-0-7636-4502-1,
$17.99. (E, I) This is the story of those
amazing women who tried to break
the gender barrier during a time when
women were deemed unworthy of
participating in the space program.
The author portrays the temper of
the times convincingly and with
candor. Authors Note, Appendix,
Webliography, Sources, Source Notes.
DLW (V, VII)
Lucy Long Ago: Uncovering the
Mystery of Where We Came From.
Catherine Thimmesh. Houghton
Mi f f l i n Ha r c o ur t Chi l dr e n s
Book Group. 64pp. Trade ISBN
978-0-547-05199-4, $18. (I, A) Come
al ong wi th pal eoanthropol ogi st
Donald Johanson on the discovery
of Lucy, the best-preserved hominid
skeleton at the time it was found
in 1974. He and scientists from all
over the world worked to find out
the answers to the many questions
surrounding her and those traits that
identified Lucy as a new species of
hominid (Australopithecus afarensis).
Ice Scientist: Careers in Frozen Antarctic.
Sara L. Latta. Enslow Publishers, Inc.
128pp. Library ISBN 978-0-7660-3048-0,
$31. 93. (I) Discover the unique
opportunities that only the Antarctic can
offer scientists. Follow these scientists as
they explore this amazing world. Chapter
Notes, Glossary, Internet Addresses,
Index. DLW (V, VIII)
Over the Coasts: An Aerial View
of Geol ogy. Mi c hae l Col l i e r.
Mikaya Press. 120pp. Trade ISBN
978-1-931414-42-5, $34.95. (A) Come
fly along the North American coastal
l andscapes whi l e observi ng the
results of geologys shaping forces
of tides, wind, waves, and weather.
The text is stunningly enhanced with
color photography that puts readers
in the pilots seat. Map, Glossary,
Bibliography, Index. SMF (V)
Our World of Water. Beatrice Hollyer.
Henry Holt Books for Young Readers,
an Imprint of Macmillan Childrens
Publishing Group. 48pp. Trade ISBN
978-0-8050-8941-7, $16.99. (I, M)
Science meets social studies in this photo
essay introducing readers to six families
on four continents. Children share how
water is collected and used in their
communities and, in so doing, remind
us just how precious this resource is to
everyone. All royalties from the sale of
the book go to support Oxfam. What to
Know About Water, Glossary, About
the Countries. NHM (V, VIII)
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Mar ch 2010 51
About the Books and the
Selection Process
The books that appear in this annotated bibliography selected as
Outstanding Science Trade Books were published in 2009. They are
intended primarily for grades K12. They were selected by members
of a book review panel appointed by the National Science Teachers
Association (NSTA) and assembled in cooperation with the Childrens
Book Council (CBC). NSTA and CBC have cooperated on this bibliographic
project since 1973.
The panel looks at both content and presentation. Selection is based
generally on the following criteria:
The book has substantial science content.
Information is clear, accurate, and up-to-date.
Theories and facts are clearly distinguished.
Facts are not oversimplied to the point that the information is misleading.
Generalizations are supported by facts, and signicant facts are not omitted.
Books are free of gender, ethnic, and socioeconomic bias.
The panel also uses rigorous selection guidelines relating to the
presentation of material, including the following: logical presentation
and a clear sequence of ideas; appropriate content level for the intended
audience; compatible text and illustrations; illustrations that are accurate
representations in size, color, and scale; appropriate trim size and format
of the book for the subject and audience; and well-organized layout
that advances the text. The panel also gives attention to the quality of
binding, paper, reproduction, and the appropriateness of typeface. Each
panel member reads all the books, but annotations reflect only the
appraisal of the individual panelist whose initials appear at the end of
each entry.
Publishers names appear in abbreviated form; complete names and
addresses are available from the CBC and in standard reference works such
as Childrens Books in Print. CBCs Member List is available at www.cbcbooks.
org/about/members.html.
Titles are arranged by subject category. Although some titles are
appropriate for more than one category, the books have been placed
where their usefulness in science education appears greatest. Panelists have
also indicated the National Science Education Standards (see About the
Annotations on page XX) to which the books relate. Where more
than one standard is listed, the most applicable standard is given rst.
Glossary, Acknowledgments, Sources,
Index. CMB (II, VII, VIII)
History and
Nature of Science
Earth Heroes: Champions of the
Wilderness. Bruce and Carol L.
Malnor. Illustrated by Anisa Claire
Hovemann. Dawn Publications.
144pp. Paperback ISBN 978-1-58469-
116-7, $11.95. (I) What is a wilderness
and why is it important? What is a
hero? Each of the eight people profiled
in this book was once a curious child
who grew up with a love of nature
and a calling to preserve and protect
our environment. You can become a
hero just like them! Authors Note,
Timelines, Webliography, Index. SMF
(V, VII, VIII)
The Fantastic Undersea Life of
Jacques Cousteau. Dan Yaccarino.
Alfred A. Knopf. 40pp. Trade ISBN
978-0-375-85573-3, $16.99. Library
ISBN 978-0-375-95573-0, $19.99. (P,
E) Designed for young readers, this
book traces the life story of Cousteau,
beginning with his fascination with
the sea as a young boy. Airbrushed
paintings and interspersed quotations
complement simple text describing his
inventions, discoveries, and passion
for sea life preservation. Timeline,
Bibliography. KTR (VIII)
Albert Einstein. Kathleen Krull.
Illustrated by Boris Kulikov. Viking
Childrens Books, a division of
Penguin Young Readers Group.
141pp. Trade ISBN 978-0-670-06332-1,
$15.99. (I, E) The author portrays
Einstein first and foremost as a curious
thinkersomeone whose thinking
and imagery changed, furthered, and
influenced scientific thought and
understanding in profound ways.
The engaging text shows not only
the important facts of Einsteins life
and theories but also the amazing
idiosyncrasies and uniqueness of this
genius. Table of Contents, Sources,
Starred for Young Readers, Index.
DLK (II, VIII)
Into the Deep: The Life of Naturalist
and Explorer William Beebe. Written
and illustrated by David Sheldon.
Charlesbridge Publishing. 48pp. Trade
ISBN 978-1-58089-341-1, $16.95.
Paperback ISBN 978-1-58089-342-8,
$7. 95. ( P, E) . Wi l l i am Beebes
achievements are vividly described and
supported by full-page illustrations.
A pioneer in ecology, his lifelong
quest to study animals inspired him to
design a deep-sea diving vessel. The
Bathysphere allowed him to observe
underwater species in their natural
setting and changed the way scientists
explored ocean life. Quotes, Glossary,
Bibliography. KTR (IV, VIII)
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52 SCIENCE SCOPE 52 SCIENCE SCOPE
Call for Submissions
for 2011 Outstanding Science Trade Books for Students K12
Deadline for submissions: June 15, 2010
Eligibility
Titles should be for grades K12.
All titles must originate from a childrens publishing company or division
and must be published (not simply distributed) by a publisher incorporated
in the United States.
Titles must be published in 2010.
Titles originally published abroad are eligible only if they have a 2010 U.S.
publication date; reprints or licensed editions of titles initially published
in the United States before 2010 are not eligible.
Original paperbacks are eligible; paperback reprints are not. If a book is
published simultaneously in hardcover and paperback, either edition may be
submitted. If both editions are submitted, they constitute separate entries.
Revisions are eligible only if the book has been newly illustrated or if
substantial text, constituting at least 25% of the book, has been changed
or added.
Math books are not eligible unless the mathematical principles are ap-
plied to scientic functions such as measuring for experiments, using
statistical models for scientic research, and so on.
Textbooks, workbooks, kits, experiment-only books, and activity books
are not eligible.
Spanish-language editions of titles published in English before 2010 are
not acceptable. Spanish-language editions published simultaneously with
English-language editions in 2010 are eligible.
Fiction is eligible if the book has substantial science content.
Number of titles you may submit
Each participating publisher may submit an unlimited number of titles.
Submission guidelines
Books should have value for both classroom studies and library collections
supporting students work.
Full submission guidelines will be available in late April 2010 at www.cbcbooks.org.
Look to the Stars. Buzz Aldrin.
Illustrated by Wendell Minor. G. P.
Putnams Sons, a division of Penguin
Young Readers Group. 40pp. Trade
ISBN 978-0-399-24721-7, $17.99. (P,
E) This introduction to the history
of space science and exploration is
engaging and informative. Excellent
research and clear, compelling text
are supported with lifelike paintings
t hat encapsul at e al l aspect s of
space history for young readers. A
chronology of the Apollo missions
i s i nc l uded. Quot at i ons f r om
important contributors to space
and flight science enhance the text.
Table of Contents, Authors Note,
Afterword, Time Line, Selected
Resources, Websites. DLK (V, VII,
VIII)
Mission Control, This is Apollo: The
Story of the First Voyages to the
Moon. Andrew Chaikin. Illustrated
by Alan Bean. Viking Childrens
Books, a division of Penguin Young
Readers Group. 114pp. Trade ISBN
978-0-670-01156-8, $23.99. (I, A) The
American goal of getting humans
safely to and from the Moon is
chronicled in this book that details
the Apollo missions. Illustrated with
a mixture of historic photographs and
paintings by astronaut Alan Bean,
this book takes readers on one of
the greatest adventures of all time
getting humans to the Moon. Apollo
101: A Quick Review, A Word from
the Artist, Introduction, Epilogue,
About the Paintings, The Write
Stuff: How We Wrote this Book.
CMB (V, VIII)
One Giant Leap. Robert Burleigh.
I l l us t rat ed by Mi ke Wi mmer.
Phi l omel Books, a di vi si on of
Penguin Young Readers Group.
40pp. Trade ISBN 978-0-399-23883-3,
$16.99. (P, E) In this beautifully
illustrated book, readers are taken
along on the journey of Apollo 11 as
the Eagle lands on the Moon. The
text is rich, allowing readers to feel
the sensations of being on the Moon
just as Neil Armstrong and Buzz
Aldrin did 40 years ago. Authors
Note. CMB (V, VIII)
One Small Step: Celebrating the
First Men On the Moon. Jerry Stone.
Roaring Brook Press. 24pp. Trade ISBN
978-1-59643-491-2, $24.95. (P, I) See how
one young mans scrapbook became a
tribute to the first men on the Moon.
This book has the look and feel of a
genuine scrapbook. DLW (V, VII, VIII)
Young Charles Darwin and the
Voyage of the Beagle. Ruth Ashby.
Illustrated by Suzanne Duranceau.
ISBN 978-1-56145-478-5, $12.95.
(E, I) This fascinating biography
of Charles Darwin focuses mainly
on his five-year journey on the
HMS Beagle and ties in how the
obs e r vat i ons he made on hi s
journey helped lead him to develop
his theory of evolution by means
of natural selection. Introduction,
Bi b l i o g r a p h y, F o r F u r t h e r
Reading, Authors Note. CMB (II,
IV, VIII)
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Call for Papers
Have an idea that doesnt fit a theme? Send it in. Our issues are a blend of thematic and general material, so
we need articles on all topics. Before you sit down to write, check out our manuscript guidelines at www.nsta.
org/153.
Here are some of the themes for the upcoming publishing year of Science Scope. We invite you to
share your teaching ideas with your colleagues in the middle level science community. Visit http://
mc.manuscriptcentral.com/nsta to register as an author and submit your article.
SCIENCE SCOPE
CyclesOctober 2010
Submission Deadline: May 1, 2010
Nature is full of cycles that students must understand
to make sense of the world around them and to fully
grasp the cause-and-effect relationships in our many
environmental problems. Share your lessons for
teaching the complex interactions of living organisms
with each other and with the nonliving environment
around them. What activities do you use to teach spe-
cic cycles in astronomy, geology, biology, and physi-
cal science? How do you get students to understand
the connections among cycles and how the output of
one process can be the input of another?
ModelsNovember 2010
Submission Deadline: June 1, 2010
Models have widespread use in all elds of science.
AAASs Benchmarks for Science Literacy states that
by the end of eighth grade, students should know
that models are often used to think about processes
that happen too slowly, too quickly, or on too small
a scale to observe directly, or that are too vast to be
changed deliberately, or that are potentially danger-
ous. How do you show your students the usefulness
and limitations of models? What specic models,
maps, structures, drawings, or computer simulations
do you use in your teaching to enhance students un-
derstanding of particular content in biology, astron-
omy, geology, and physical science? What examples
can be used to illustrate how scientic models have
been rened and modied to t new information
and ideas?
Coming up:
Elements, Compounds, and MixturesDecember 2010
Teachers Toolkit
In this column, you can share your how-to instruc-
tional strategies, practical advice, and classroom-
applicable results of action research with fellow mid-
dle level teachers. Tell us how you efciently navigate
todays vast quantity of resources and websites to craft
new lesson plans or to redesign/update older lessons to
improve student achievement. What research-based
practices do you use to guide your teaching?
Green Science
The purpose of this new column is to raise awareness
of the impact people have on the environment and
present ways to reduce the use of natural resources
and leave a cleaner, more sustainable Earth for future
generations. Columns should focus on innovative,
forward-thinking, environmentally conscious prac-
tices, projects, and programs involving air, water, soil,
food, fuel, and building materials.
Tried and True
Do you have an activity that has withstood the test
of time, one that deserves a place in any collection of
lab classics? Perhaps you have been doing it so long
that you have forgotten where you originally found
it, or you have changed it so much that it hardly
resembles the original. Tell us what makes the activ-
ity worth keeping. Is it the never-fail excitement it
generates with students? Is it the clarity with which it
teaches a concept? Is it the ease with which it devel-
ops valued lab or process skills? What special ingredi-
ents or twists do you add to make the classic version
even better?
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54 SCIENCE SCOPE
Bringing scientic inquiry
alive using real grass
shrimp research
by Terry Aultman, Mary Carla Curran, and
Michael Partridge
Marine Resources Cooperative Science Center. The
lesson has wide applicability and could be used as
training on the processes of scientific inquiry, as
part of the life science curriculum on crustaceans,
or as part of an Earth science/environmental sci-
ence curriculum. The lesson is a simulation activity
and not an actual hands-on investigation; it could be
There are many species of grass shrimp, which are an-
imals in the phylum Arthropoda and subphylum Crus-
tacea. Grass shrimp are abundant in most estuaries of
the eastern United States and the Gulf of Mexico (An-
derson 1985; Gosner 1978). Grass shrimp can survive
in water that ranges from freshwater to a mixture of
fresh and salt water (brackish), to full-strength seawa-
ter, and they can survive a wide range in water temper-
ature (Anderson 1985). Grass shrimp are abundant in
shallow water that is cloudy with suspended sediment
(Anderson 1985; Ruiz, Hines, and Posey 1993). They
also live in areas with submerged underwater vegeta-
tion and marsh grass (Anderson 1985). If the amount
of marsh grass or vegetation in an estuary is reduced,
the number of grass shrimp normally present may de-
crease (Anderson 1985). When docks and roads are
built, or when wetland areas are lled in with dirt, the
area with marsh grass will get smaller. This reduces
the habitat for the grass shrimp.
Grass shrimp are sensitive to conditions in their
environment. Grass shrimp are known as an indica-
tor species. Changes in the grass shrimp population
structure can indicate whether there is a change in their
ecosystem (Key, Wirth, and Fulton 2006). For example,
it has been found that if an estuary receives a high
concentration of polluted water runoff from roads and
highways, the grass shrimp may experience reduced
production of embryos and reduced rates of hatching
(Lee, Maruya, and Bulski 2004).
Grass shrimp feed on a variety of foods. They do
not typically eat living marsh grass, but they do con-
sume dead or decaying marsh grass (Welsh 1975).
This means that grass shrimp can take in the nutrients
found in dead grass. These nutrients then become part
of the grass shrimp body, which can be consumed
by animals that eat grass shrimp, such as sh, blue
crabs, and other species of larger shrimp (Anderson
Background information sheet:
Grass shrimp
FIGURE 1
When scientists seek answers to questions or expla-
nations behind events or observations, they use pro-
cesses that encourage logical thought, careful plan-
ning, thorough research, and detailed experimental
design. These processes are not always based on a
standard formula of steps, but do typically include
the following skills:
Observing and being curious about the
environment
Coming up with an idea/identifying a problem
or question to study
Collecting background material
Formulating a testable hypothesis
Designing a study or experiment that will direct-
ly address the hypothesis and control variables
where appropriate
Performing the study and collecting the data
Analyzing the data
Proposing explanations and drawing conclu-
sions
Presenting the ndings
Students often struggle to master these skills,
especially in formulating a testable hypothesis and
limiting conclusions to the actual experimental re-
sults. Although science teachers strive to provide
meaningful examples of scientific inquiry through-
out the school year, time constraints and the need
to cover an extensive curriculum often restrict
activities on the nature of scientific inquiry to the
start of the school year.
This lesson was developed for middle school
students using actual research on grass shrimp
(Palaemonetes pugio) to illustrate the process of a
scientific investigation. The research was conducted
at Savannah State University and funded by the
National Oceanic and Atmospheric Administration
(NOAA) Of fice of Education through the Living
SCIENCE SAMPLER
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Mar ch 2010
1985; Fitz and Wiegert 1991; Kneib and Knowlton 1995).
Grass shrimp are not a normal source of food for people
in the United States.
In summary, grass shrimp are a major food source
for many sh and crustaceans, and they are an indi-
cator species that can show whether or not there is
a problem in an estuary. This is why scientists have
been monitoring the presence of a particular parasite
in grass shrimp populations. The parasite attaches itself
to the gills and sucks out the shrimps hemolymphthe
equivalent of blood in crustaceans. This reduces the
amount of oxygen taken in by the shrimp, which in turn
lowers their energy and inhibits their ability to reproduce
(Pike 1960; Anderson 1972). Scientists are studying
how many grass shrimp have the parasite, and whether
the presence of the parasite is different from place to
place.
Definition
Embryo: An organism in its earliest stage of
development.
References
Anderson, G. 1972. Metabolic energy expenditure of Pa-
laemonetes pugio as affected by the epicaridan isopod
Probopyrus pandalicola. MS thesis, University of South
Carolina 136.
Anderson, G. 1985. Species proles: Life histories and en-
vironmental requirements of coastal shes and inver-
tebrates (Gulf of Mexico)grass shrimp. U.S. Fish and
Wildlife Service Biological Report 82 (11.35): 119.
Fitz, H.C., and R.G. Wiegert. 1991. Utilization of the inter-
tidal zone of a salt marsh by the blue crab Callinectes
sapidus: Density, return frequency, and feeding habits.
Marine Ecology Progress Series 76: 24960.
Gosner, K.L. 1978. A eld guide to the Atlantic seashore
from the Bay of Fundy to Cape Hatteras. New York:
Houghton Mifin.
Key, P.B., E.F. Wirth, and M.H. Fulton. 2006. A review of grass
shrimp, Palaemonetes spp., as a bioindicator of anthropo-
genic impacts. Environmental Bioindicators 1: 11528.
Kneib, R.T,. and M.K. Knowlton. 1995. Stage-structured inter-
actions between seasonal and permanent residents of an
estuarine nekton community. Oecologia 103: 42534.
Lee, R.F., K.A. Maruya, and K. Bulski. 2004. Exposure of
grass shrimp to sediments receiving highway runoff: Ef-
fects on reproduction and DNA. Marine Environmental
Research 58: 71317.
Pike, R.B. 1960. The biology and post-larval development
of bopyrid parasites Pseudione afnis G.O. Sars and
Hemiarthrus abdominalus. Journal of the Linnaean So-
ciety of London 44: 23951.
Ruiz, G.M., A.H. Hines, and M.H. Posey. 1993. Shallow wa-
ter as a refuge habitat for sh and crustaceans in non-
vegetated estuaries: An example from Chesapeake Bay.
Marine Ecology Progress Series 99: 116.
Welsh, B.L. 1975. The role of grass shrimp, Palaemonetes
pugio, in a tidal marsh ecosystem. Ecology 56: 51330.
Grass shrimp with the parasite, which has black pigment
near its edges and is in the center of the photo.
ef fective in introducing inquiry skills. Although the
focus of this activity is on the prevalence of a parasite
on an estuarine organism, the framework could be
modified to be more applicable to other environ-
ments by considering proportions as they relate to
the number of four-leaf clovers on a playground, the
number of weeds in a small patch of grass, a com-
parison of the number of large versus small insects
around a porch light, or the number of a certain
color of candy in a package (Curran 2003).
Conducting the lesson: Observing and
being curious about the environment
Read the following observation statement aloud to
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SCIENCE SAMPLER
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56 SCIENCE SCOPE
Research question
Does the number of shrimp and the percentage of
shrimp with a parasite attached to the outside of the
shrimp body vary across two different estuaries in the
same geographic area?
Background information
Location A is a small creek that branches off of a larger river.
It has marsh grass along its edges and several private docks
are located along its shores. Location B is a broad river with
a highway bridge next to the study site. The river is deeper
than the creek (Location A) and has little to no marsh grass
along its banks.
Student hypothesis: __________________________
Data
Record the data in the table below (the locations and tri-
als correspond to the labels on the baggies):
Summarize the data here:
Location A Location B
Total shrimp collected: ______ ______
Total number parasitized: ______ ______
Percentage parasitized*: ______ ______
Percent parasitized*: ______ ______
Discussion: Which location had the most shrimp? Which
had the highest percentage of parasitized shrimp?
What conclusions could you draw from these results? What
other information would be helpful in seeking to interpret
these data?
Location A Location A Location B Location B
Total shrimp Number parasitized Total shrimp Number parasitized
Trial 1
Trial 2
Trial 3
Trial 4
Total
Activity Worksheet: Shrimp parasites
* Percentage parasitized = (number parasitized total shrimp) x 100
SCIENCE SAMPLER
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Mar ch 2010
the class and provide a copy of it on
an overhead projection, if desired.
Provide denitions if needed.
Obser vation statement: Grass
shrimp are small crustaceans no
more than 35 cm in size. They are
found in estuaries along the East
Coast in the United States and in
the Gulf of Mexico. Grass shrimp
are very abundant, and many types
of sh, crabs, and larger species of
shrimp feed on them. Sometimes
grass shrimp feed on other grass
shrimp, which is an example of can-
nibalism. Scientists have documented
that some grass shrimp are infected
with a particular parasite. This para-
site can affect the ability of the grass
shrimp to reproduce, because it takes
energy from the shrimp by suck-
ing hemolymph, which is the blood
equivalent in crustaceans. Research-
ers want to nd out how common this parasite is in
grass shrimp populations.
Denitions
Crustaceans: Include shrimp and crabs and are in the
phylum Arthropoda
Estuary: A partially enclosed area where a freshwater
river meets ocean salt water
Parasite: A harmful organism that lives on or in an-
other organism, known as its host
Identifying a problem or question
to study
Each student should formulate a study question
based on the observation statement and write it in
his or her logbook or journal. The study question
could be a general inquiry that spurs the students
interest, or it could be a more specic question that
could be the basis of a hands-on investigation. The
purpose of this step is to encourage students to think
creatively about the observation. Here are some ex-
amples given by students:
How do the shrimp get the parasite?
What does the parasite do to sh that eat the
grass shrimp?
How fast does the grass shrimp population in-
crease?
Is the parasite transmitted through mating or
through the water it lives in?
Have students share some of their study questions
in small groups or with the whole class. They will
revisit their study questions at the end of the lesson.
First, however, students will learn about an actual
investigation into this issue. Explain that a univer-
sity scientist received funding to study parasitism in
grass shrimp. Graduate and undergraduate students
in marine science were involved in the investigation.
Read aloud the question they decided to study. Do the
number of grass shrimp and the percentage of grass
shrimp with the parasite vary across two different
estuaries in the same geographic area?
Discuss with the whole class what steps or proce-
dures they think the researcher will employ to answer
this question. This will encourage students to think
creatively about the problem and will also provide an
indication of what students already know.
Collecting background information
The background information sheet (Figure 1)
should be copied and handed out to students; put-
Grass shrimp
B
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Research question
Does the number of grass shrimp and the percentage of grass shrimp with the parasite vary across two different
estuaries in the same geographic area?
Background information provided in Figure 1.
Hypothesis: _________________________________________________________________________________
Grass shrimp abundance: Total and parasitized
Country Club Creek Country Club Creek Moon River Moon River
Number of shrimp Number parasitized Number of shrimp Number parasitized
Trial 1 1 0 70 3
Trial 2 2 0 136 0
Trial 3 33 1 43 0
Trial 4 48 1 183 2
Total
Activity Worksheet 2 : Data analysis of grass shrimp
Summarize the data as follows:
Country Club Creek
Total shrimp collected: ______
Total number parasitized: ______
Percentage parasitized:* ______
Moon River
Total shrimp collected: ______
Total number parasitized: ______
Percentage parasitized:* ______
* Percentage parasitized = (number parasitized total shrimp) x 100
Summarize your ndings here. Discuss any factors you observe or wonder about that might affect these results.
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ting the copies in a plastic protective sleeve or
laminating the copies might help preser ve them
for use in future years. As students follow along,
call for volunteers to read aloud the background
information.
Formulating a valid scientic study:
Generating a testable hypothesis,
designing and conducting a study,
analyzing the data, and drawing
conclusions
Begin with the simulation activity. In this activity,
students will model real-world data collection by
using paper shrimp as a proxy for real shrimp. A
black mark made with a permanent marker on cer-
tain paper shrimp will indicate the parasite. Students
will practice using math skills by counting the num-
ber of paper shrimp, counting the number of paper
shrimp with a parasite, determining the percentage
of shrimp with a parasite, and comparing results for
two different locations. Other possible proxies for
the shrimp that could be used instead of paper in-
clude dried beans, poker chips, or marbles of differ-
ent colors.
Copy pictures of a shrimp on little squares of pa-
per (e.g., 10 cm square). For example, the drawing
of the shrimp in Activity Worksheet 1 could be used.
Prepare eight baggies of paper shrimp, labeling each
baggie with a location and trial number and marking
the parasitized shrimp with a big dot made with
a permanent marker. For small classes, one set of
baggies could be prepared and the class could work
together. Alternately, multiple sets of bags could
be prepared for small-group use. The bags can be
reused from class period to class period and from
year to year. For each set of baggies, 85 total paper
shrimp will be needed.
Location A/Trial 1: 5 unmarked shrimp
Location A/Trial 2: 6 unmarked shrimp, 1
marked shrimp (7 total
shrimp)
shrimp)
shrimp)
Location B/Trial 1: 13 unmarked shrimp, 1
shrimp)
shrimp)
shrimp)
shrimp)
Consider any shrimp that has the mark to have a
parasite, and tell students the formal term for this
is parasitized. Hand out Activity Worksheet 1. After
students have reviewed the research question and
written a simple hypothesis, assign a volunteer to
each bag of paper shrimp (eight total volunteers) to
count total (both unparasitized and parasitized) and
parasitized shrimp and report the findings to the
entire class. If sets of baggies are being provided to
small groups, instruct the groups to divide up the
bags among them and report the findings to the
small group. All students should record the results
and complete their investigation sheet.
Engage in whole-class discussion about the
results for the simulation activity. For example,
although Location B had the most shrimp, Location
A had the highest percentage of parasitized shrimp.
Encourage students to use these observations to
problem solve and arrive at possible explanations.
Students might hypothesize that Location A has
more predators, dif ferent environmental condi-
tions such as higher temperature or lower salinity,
or some other factor af fecting shrimp distribution.
Students might also observe that the size of the
sample is small, which might af fect the results.
This is another time when students should be
encouraged to be creative in their thinking; many
students will enjoy and be motivated by a give-and-
take brainstorming session.
If a more open-ended approach to this activity
is desired, student groups could cut out their own
paper shrimp and assign any number of them to be
parasitized. Have students calculate the percentage
parasitized and compare among student groups. For
more information on activities focused on calculating
percentages, see Curran (2003).
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After students have completed the simulation activ-
ity, they should complete Activity Worksheet 2. The
results for these data are as follows:
Country Club Creek
Total shrimp collected: 84
Number parasitized: 2
Percentage parasitized: 2.4%
Moon River
Total shrimp collected: 432
Number parasitized: 5
Percentage parasitized: 1.2%
Students should note that the Moon River location
has more grass shrimp than the Country Club Creek
location. Based on the photographs provided in Figure
3, students could conclude that this nding may be due
to the larger size of Moon River or the runoff of some
unknown pollutant into Country Club Creek. Students
might note that the busy road and parking area next
to the Moon River study site do not appear to have a
negative impact on the presence of the grass shrimp.
Presenting the ndings
Ask students to think about how scientists communi-
cate with each other. Students should identify at least
two ways researchers might communicate and pres-
ent their study results in a professional way.
For example, researchers could communicate their
results by writing a paper or presenting their ndings at
a conference. They could develop a web page to present
their data. Sometimes government agencies publish
bulletins that present recent research ndings. A sum-
mary of research activities is sometimes presented in
the form of a poster or informal colloquium at profes-
sional conferences. If the study ndings are remarkable
and of wide interest, a news release or press conference
could be used to publicize the research.
Concluding the lesson
As a follow-up to Activity Worksheet 2 and to encour-
age writing across the curriculum, students could
construct an abbreviated laboratory report in their log-
book by writing a couple of sentences of background
about grass shrimp, the hypothesis, a brief description
of materials and methods, a summary of the results in-
cluding a table or graph, and a conclusion.
Having completed this lesson, students are now famil-
iar with some research techniques and with the collec-
tion of data about grass shrimp. Students should return
to the research question they originally developed in
their logbook. Students can outline how they would
design a study to answer their research question. Their
study proposals should include the following sections:
Background information
Methods for data collection
Materials required
Expected results
Possible difculties/limitations
In testing this lesson, it was evident that students
were especially interested in the fact that it was based
on actual university research. The lesson stimulated
excellent class discussion on scientic inquiry and its
application in answering real-world questions. Exten-
sion possibilities might include lessons on how to
estimate total shrimp/animal populations in an area,
the impact of predation on animal populations, and how
parasites might affect animal behavior and survival.
Species present in the immediate geographic area
might be of particular interest to students.
Acknowledgments
The authors thank Rebecca Wells and the students of Dr. Cur-
rans laboratory at Savannah State University for their review
of the lesson. Funding for the research that the lesson is based
on was provided by NOAAs Ofce of Education through the
Living Marine Resources Cooperative Science Center (award
number NA05OAR4811017). All photographs by Terry Ault-
man except where noted. This is contribution number 1601 at
the Belle W. Baruch Institute for Marine and Coastal Sciences
at the University of South Carolina.
Reference
Curran, M.C. 2003. Learning the metric system: Calculating
sh distributions, densities, and means using candy sh.
Current: the Journal of Marine Education 18: 2831.
Terry Aultman (taultman1@comcast.net) is a science
teacher at Savannah Christian Middle School in Sa-
vannah, Georgia. Mary Carla Curran (curranc@savan
nahstate.edu) is an associate professor in the marine
science program, and Michael Partridge is a marine
sciences graduate student, both at Savannah State
University in Savannah, Georgia.
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Magic termites:
Exploring scientic inquiry
by Kristine Callis, Melissa Henkel,
and Rachael Lund
because the drying agent in the ink contains a chem-
ical very similar to the trail pheromone, a chemical
signal left by a termite to communicate to other ter-
mites to follow the trail to food, water, shelter, etc.
Termites live in dark places, such as underground
or in wood, and lack compound eyes. Therefore,
they need pheromones to communicate. Termites
are social insects and the individuals used in the ex-
periment should all be workers, as opposed to sol-
diers or queens. Worker termites are easy to identify
because they are smaller than soldiers and queens
and do not have brown heads or wings, but instead
are completely white. Individual termites that may
escape during the experiment will die on their own
without their colony; they do not pose a threat to the
wood in the classroom or school. After a demonstra-
tion of the trailing phenomenon, students will design
and conduct experiments to gure out why termites
follow the drawn line.
Teachers should introduce or review the following
terms with students prior to starting the experiment:
Observation: The act of recognizing facts using
one or more of the ve senses (e.g., termites are
white; termites follow the line drawn by the Bic
pen). This can be done with the help of scientic
equipment such as a balance or a ruler.
Students often nd their introduction to designing
an experiment and doing a formal lab report on their
own overwhelming. Using an inquiry-based activity
before formally introducing the parts and sections
of an experiment and lab report helps students un-
derstand the process better. This initial exposure
through inquiry helps students begin to think like
a scientist. The activity outlined in this article was
developed through a National Science Foundation
GK12 program and was designed for students in
grades 58. The activity relies on a worksheet (Fig-
ure 1) and a background sheet (Figure 2). In order
to show that each step of the experimentation pro-
cess is equally important, each step on the work-
sheet should be equal in points. The recommended
point distribution is 5 points per section, for a total
of 30 points.
The objective of the termite experiment is to walk
students through the process of designing and conduct-
ing an experiment while allowing them to use inquiry-
based methods to infer why, in this
lab, termites follow the line of blue
Bic or Paper Mate brand ballpoint
pens. This experiment also rein-
forces the concept of observation
versus inference and introduces in-
dependent and dependent variables.
Students not only identify variables,
but also identify constants in their
experiment. By using this activity
early in the school year, students
start to learn how to think like a sci-
entist and design experiments to test
hypotheses. Using the activity later
in the year can review the process or
assess understanding or misconcep-
tions of the scientic process.
Teacher background
Termites will follow lines drawn
with blue Bic or Paper Mate pens
Termites on the move.
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Magic termites! Using the scientific process
What do you know about termites? (5 points)
Write at least ve facts that you know about termites.
1. _________________________________________
2. _________________________________________
3. _________________________________________
4. _________________________________________
5. _________________________________________
Identify the problem (5 points)
How do the termites behave when the teacher draws
lines with a blue Bic pen? (observations)
What are some possible explanations for this behavior?
(inferences)
Form a hypothesis (5 points)
Pick one of the variables you can change (independent
variable) to test and answer this question: What causes
the termites to follow the line drawn by the teachers
pen? You may have listed some independent variables
when making inferences:
Does the ______________________ cause the termites
to follow the line? (independent variable)
I hypothesize that the termites____________________.
(Why do you think that is the reason they followed the line?)
Design an experiment (5 points) (You must have
teacher approval of your design before you get your
supplies)
List the steps you will perform to conduct your experi-
ment (procedure):
What variables will you keep the same? (constant )
What materials will you need to complete your experiment?
Remember: Termites should be handled with care.
Record your data (5 points)
Independent
variable
(What did you
change?)
Dependent
variable: How
many termites
followed the
line?
What
percentage of
the termites
followed the
line?
Analyze your data (5 points)
Write your results on the board. Which independent
variables for the whole class had the highest percent-
age of termites following the line?
What are your conclusions? (5 points)
1. Our data _________________ (supported/rejected)
our hypothesis. Using your data, why was your hy-
pothesis supported/rejected?
2. If you could redo your experiment, how would you
change it? Why?
3. Since termites dont have compound eyes, how do they
nd each other in the wood and soil? How would they
nd their way back to the colony if they went deep into
the soil to nd water?
4. Why do you think termites follow the blue line of the
Bic pen?
Lab/parts of an experiment worksheet
FIGURE 1
Inference: Using observations to draw conclusions
(e.g., the termites are white so they must live in
dark places; the termites must smell the pen).
Independent variable: The parameter in the ex-
periment that the scientist manipulates (e.g., the
color of the pen; the type of pen used).
Dependent variable: The parameter in the ex-
periment that is measured to show a change
due to the changing independent variable
(e.g., the termites follow the blue pen, but not
the red pen; the termites follow the Bic pen,
but not the pencil).
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Student background
The student background information is provided to
students on a separate handout (Figure 2). This can
be supplied to students after they have shared what
they already know about termites with the class or
their group. Students are usually aware that termites
eat wood and can be detrimental to homes and struc-
tures. With prompting, this could lead students to
describe what features would be good for living in
wood, such as a lack of eyes because it is dark.
Procedure
A list of materials for each lab group is provided in
Figure 3. Finding termites outside is possible dur-
ing warm weather in many parts of the country, but
can be time-consuming. We do not recommend hav-
ing students nd the termites unless the instructor
has already identied a site where termites are lo-
cated. Termites build galleries just under the bark
of newly rotting trees. During cold temperatures, or
if termites cannot be found outside, termites can be
ordered from biological supply companies (see Re-
sources). If there is a local university with an ento-
mology department, a phone call to the department
may also turn up some donated termites. Termites
can live in a petri dish with a moist paper towel for
several days and could therefore be shared among
several classrooms. The collected termites should
be workers, identiable by their small, white bod-
ies. The larger termites are soldiers and can pinch;
however, the small worker termites are harmless.
Because termites are social, they rely on the pres-
ence of a queen for long-term survival. Therefore,
after the experiment, the termites will not survive
for more than a few days. Also, if termites escape
into the classroom, they could do little harm be-
cause their life expectancy is low and they cannot
reproduce. Unless specied otherwise, termites
ordered from a distributor will either be mostly
workers or a mix of workers and soldiers. A typical
class will use approximately 20 termites, at a cost of
about $1, which can be reused throughout the day if
handled carefully.
This experiment works best if students work
in groups of three to four. This group size is large
enough to allow students to share thoughts and ideas,
but small enough so that each person has a chance to
be hands on during the procedure. Students should
wear gloves while handling the termites and wash
their hands and all exposed areas with soap and water
afterward. It is also advisable to check with the nurse
and parents to make sure that no students have aller-
gies to the termites. Stress to students that these are
soft-bodied animals, and therefore need to be handled
gently and not killed needlessly. Use plastic petri
dishes so there is no danger of broken glass.
To begin, have students brainstorm what they
know about termites. Working as a group, students
list ve facts about termites on the top of the work-
sheet (Figure 1), then each group shares their facts
with the class. Students read the termite background
information (Figure 2), where potentially new vo-
cabulary words are underlined. Each sentence is
numbered so that each member of the group can
take turns reading that sentence aloud to the group.
Students can then discuss what they have learned
about termites. Students are now ready to identify
their independent and dependent variables and for-
mulate a hypothesis.
To nd baseline observations, start with a teacher-
led demonstration of the termites by placing three to
four termites on blank lter paper in the large side of
a Petri dish and having students watch the termites
for a few moments (see Figure 3 for alternatives for
both the lter paper and the petri dish). Then, draw
a gure with the blue Bic or Paper Mate pen; draw a
closed gure because the termites will get confused
and walk off course if they come to the end of a line
(1) Termites are small, soft-bodied, usually light-
colored insects. (2) They live in colonies in the ground
or in wood. (3) Their food consists primarily of wood or
other vegetable material, but they burrow deep into the
ground to nd water. (4) Each colony has one queen,
but it has many workers and soldiers. (5) The workers
are sterile and lack compound eyes. (6) The workers
do the main work of the colony: collecting food; feeding
the queen, soldiers, and young; and constructing gal-
leries through the wood. (7) Termites frequently groom
each other with their mouthparts because of the attrac-
tion of secretions that are usually available on the body.
These secretions are how the termites communicate
the status of the colony to each other.
Background information on
termites for student use
FIGURE 2
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gure eights or circles work well. It is advised that
the teacher try this ahead of time to make sure that
the selected pens will work and that there are enough
pens for each lab group. Students then complete the
Identify the Problem section of the worksheet, which
walks them through the process of making observa-
tions and inferences (Figure 1). Point out the differ-
ence between observations (using your ve senses) and
inferences (using observations to draw a conclusion),
as many students confuse these terms.
In the Design an Experiment section of the
worksheet, students work together to outline their
procedures and list the materials that they will need.
Students seem to understand these two steps better
when they write the procedure rst; then they list
the materials they need to conduct the experiment.
Otherwise, the materials section is re-
written many times as students nd the
best method of testing their hypothesis
through trial and error. The materials
chosen should be readily available in the
classroom; examples of materials that
can be used as independent variables are
listed in Figure 4. Verify that students are
using the correct constants, that their
procedure is not harmful to the termites,
and that their proposed experiment ac-
tually tests their hypothesis. Students
often have problems identifying what
parameters should remain constant and
how to test their independent variable.
For example, if members of one group
want to test smell, they might suggest
using an orange-smelling marker and a
strawberry-smelling marker. Through
leading questions prompted by the
teacher such as Is it fair to use two dif-
ferent smells and two different colors?
and What needs to stay the same in all
of the experiments? students gure out
how to test their independent variable
and what constants are needed. Other
questions that are helpful for prompting
students to come up with good experi-
ment designs are the following:
If you use these independent vari-
ables, what might your conclusion
be? Why?
If youre only testing ____ (the independent vari-
able), which variables should not change during
the experiment?
Do you think termites can smell, see, feel, taste?
How would we test this?
Once the procedure is approved by the teacher, veri-
fying that the procedure will test one variable and that
neither the termites nor the students will be harmed
by the procedure, students gather their materials. To
set up the experiment, lter paper is cut to t the petri
dishes and lines are drawn by one predesignated group
member with the appropriate instruments (see Figure
5). The teacher then provides the groups with three
to four termites. Termites should not be given to the
groups until the teacher has veried the procedure
Supplies Alternatives
Magic termites
worksheet
Lab notebooks where the information is
written in free form
About-termites handout Any article about termites
Termites (46 termites
per group of 34 stu-
dents)
No alternative
Blue Bic or Paper Mate
brand ballpoint pens
(one per group)*
No alternative
Filter paper (four
pieces per group)*
Any white paper, including writing paper that
does not contain any ink (lined paper will not
work) and cut to t the inside of the container
Petri dish (one per
group)
Any small container with sides
* Students may experiment with other types of paper (lined, colored,
etc.) and writing instruments (crayons, markers, pencils, etc.) as inde-
pendent variables when addressing their research questions.
Materials for trail pheromone activity FIGURE 3
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that the group has developed and the group is ready to
conduct the experiment; the termites can crawl out of
the open petri dishes if left unattended. The easiest way
to move termites from one container to another is with
a dry or slightly moist paintbrush. Because termites
have soft bodies, they are very fragile and can be easily
harmed. Groups can pour the termites from one side of
the petri dish to the other to test their next variable, thus
reusing the same termitesa constant. Students should
record their observations in the data table provided on
the worksheet.
Students should record their independent variable
and their results on a class data table on the board.
The groups can then use the Analyze Your Data and
Independent variable Materials needed Expected results
The color of the pen
(blue)*
Other colors of Bic and Paper Mate
pens
Any color that has a blue base, such as purple or
green, will be followed where other colors, such as
red or pink, will not.
The brand of pen Other brands of ballpoint pens Some other brand pens use low amounts of the
same chemical compound as Bic or Paper Mate
and may be followed, but most do not and will not
be followed.
The use of a pen Other types of writing utensils, such
as pencils, markers, and crayons
Other utensils will likely not be followed because
they do not contain the pheromone chemical.
The indentation made
by the pen
Paper clips for creating the same in-
dentation as a pen, without the ink
The indention will not be followed and seems to
make little difference in the termites locomotive
path.
The lter paper Other types of paper, such as con-
struction paper or unlined notebook
paper
Other types of paper do not affect the termites
path. The termites will still follow the blue pen.
The color of the lter
paper/contrast between
lter paper and ink
Other colors of paper, such as dark
versus light paper for contrast
The different ink may affect the termites path, but
the paper will not.
*Any Bic or Paper Mate pen color with a base of blue ink (e.g., purple or green) works with the termites due to the specic
chemical formula of the drying agent, which mimics the trail pheromone used by the termites.
Suggestions for independent variables and materials
FIGURE 4
What Are Your Conclusions? sections to decide why
the termites followed the lines.
After students have completed the experiment and the
teacher is done with the termites, the termites should be
disposed of. One possibility is reusing the termites the
following day to look at the symbiosis of termite guts and
protists. To do this, place a live termite on a microscope
slide and squish the abdomen of the termite, so that the
intestinal contents spill onto the slide (this can be done
by students or the teacher). The protists that live in the
termites digestive system and help break down cellulose
should be visible under the microscope. The teacher may
need to place a drop of water on the intestinal contents in
order to see the protists swim around. If this is not part
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Setup for trail pheromone activity showing termite following pen trail on lter paper
in a petri dish.
FIGURE 5
of the curriculum, the termites can be placed in a freezer
for 2448 hours in order to kill them humanely. After
the activity, the termites should not be released in the
classroom or outside. The termites for this experiment
are workers, and without a queen, the released termites
would die slowly.
Conclusion
Designing experiments is a great way for students
to answer questions using science and to start to
thinking like a scientist. This can also lead to a
class discussion on how to pick variables and what
the results show about termite biochemistry. This
activity gives all students a common reference ex-
perience, which can be extended by incorporating
bar graphs into the data-analysis section and writ-
ing formal lab reports.
Keep in mind that this activity is supposed to be in-
quiry based, so each student group will likely come up
with a different idea and experiment. In order to keep
the spirit of inquiry, instructors should try not to inu-
ence students on what observations to make, choice
of variables, or specic conclusions. Hopefully, upon
completion of the activity, students will feel they have
performed real science and the idea of the scientic
process will seem less overwhelming.
Resources
Carolina Biological Supply Company (keyword: termites)
www.carolina.com
Fischer Scientic (keyword: termite)www.shersci.com/
wps/portal/CMSTATIC?href=index.jsp&store=Scientic&
segment=scienticStandard
Responsible use of animals and dissection in the science
classroomwww.nsta.org/about/positions/animals.aspx
(Note: Insects do not fall under animal care guidelines.)
Kristine Callis (kcallis@ufl.edu) is a PhD candidate in
the Department of Biology at the University of Florida
in Gainesville, Florida. Melissa Henkel and Rachael
Lund are middle school science teachers at Westwood
Middle School in Gainesville, Florida.
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Simple machine junk cars
by Christine Herald
raisins, cake mixes, popcorn, pudding, and other
products. Throughout the school year, I try to collect
at least two boxes per vehicle. You can ask for dona-
tions, but make sure that the boxes are clean. (I do not
use hard plastic items such as water bottles because I
dont want students to get cut when scissors slide off
the plastic). Local fast food restaurants might donate
straws and spoons, and hobby stores have wood dow-
els and other junk. You can ask colleagues to bring
in their recyclables and the family consumer science
teacher can collect thread spools.
I begin by showing students examples of junkyard
cars (see Figure 1) from previous years so they can
visualize the size (no, they cant sit in one!), and I share
with them the rubric used to grade the project (Figure
2). The car must contain a least three different simple
machines (the wheels are counted as one machine).
Students work with a partner or two to brainstorm
what to use to build their junkyard car and then draw a
picture, labeling the three simple machines (Figure 3).
I check to see that students have the machines labeled
and use the specied amount of supplies. Occasionally,
I have a pair of students who want to use lots of boxes,
but I ask them to limit it to three containers. Build a
junkyard car that includes three simple machines is
all the direction I give.
Because of the number of students I have through-
out the day, I limit the supplies each group can choose.
Once I approve their drawing, students collect their
supplies and begin building. I have several rolls of
masking tape and bottles of glue available. Each class
is given a specic area of the room to store their sup-
plies for the next day. Students should exercise care
with sharp objects and tools and wear safety glasses
during construction. Also, there needs to be proper
ventilation if the glue emits fumes.
Day 2
On the second day, I display a variety of wheels that
students can choose. Wood dowels are already cut in
various lengths (sometimes the wheels will turn more
easily if the dowel is placed inside a plastic straw),
and a glue gun is on my desk to be used for embel-
lishments (not to glue dowels to the wheels). I reuse
the wheels every year. I nd that if the wheels are on
exhibit on the second day, not the rst, my students
can concentrate on the junkyard part of the vehicle
on the rst day. I purchase wheels from several dif-
During the month of May, my eighth-grade physi-
cal science students study the six simple machines
through hands-on activities, reading assignments, vid-
eos, and notes. At the end of the month, they can eas-
ily identify the six types of simple machine: inclined
plane, wheel and axle, pulley, screw, wedge, and lever.
To conclude this unit, students participate in an inqui-
ry activity to create and race small junkyard vehicles
(no engines are involved).
It is hard to nd an activity to keep students inter-
ested during the last week of school, but this problem-
solving exercise engages all my students, and building
junkyard cars has become an activity I look forward
to every year as well. It takes three class periods to
complete the project. For several months prior to this
unit, I collect empty boxes and recyclables to have
enough junk for ve classes.
Day 1
On the rst day of the project, I place a variety of junk
around my classroom: string, plastic spoons, straws,
Popsicle sticks, spools, egg cartons, toothpicks, card-
board tubes, strawberry baskets, plastic containers,
scrap paper, and empty boxes from lasagna, soap,
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Wheels can be the same size or different sizes on the same car. Not all vehicles have four wheelssome have two or
three. The maximum number of wheels allowed is four, due to the total number of students in my class.
The car on the left is made from a Jiffy mufn mix box and has seats inside as an example of inclined planes. The car
on the right is made from a toilet paper tube and has a wedge on the front end, wheels and axles, and a spoon as a
catapult (lever).
Student-made junkyard vehicles
FIGURE 1
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ferent catalog companies, including Pitsco, Carolina,
and Kelvin. I also collect old CDs during the school
year and buy the inserts for the CDs. With $100, you
could get a variety of wheels and CD inserts from sev-
eral companies, enough to supply ve classes of 25
students. Please follow all electricity safety guidelines
and supervise the use of the hot glue gun.
Also on the second day, I borrow a metal ramp from
our technology teacher. You could use a metal shelf
or wood ramp, as well. When students design their
vehicle, they often do not take into account the loca-
tion of the wheels. The ramp is available for students
to test run cars before the race day. Students are able
to see if their wheels move in the same direction, or
if the car swerves to one side. Because there are no
motors involved, the cars need to start on some type
of incline. Students practice problem-solving skills as
they try to get their car to run faster down the ramp.
My students show real creativity as they cut boxes for
spoilers, steering wheels, and seats inside the cars (and
some even have seatbelts for the drivers!); cut doors
and sunroofs; and use the see-through windows in
pasta boxes for windshields. Some students decorate
their cars with stickers and add color with markers.
Each group is asked to think of a creative, appropri-
ate name for their vehicle. Many groups use the type
of box to create a name such as Lasagna Limo or
Spiffy Jiffy.
Names _____________________________________
______ The group used three different simple ma-
chines. (3)
______ Each person in the group spoke about the ve-
hicle and could identify a simple machine. (3)
______ The vehicle has a creative name. (3)
______ The group worked well together. (1)
______ Total (10 points)
Rubric for junk car project
Sample student diagram of junk car and simple machines used
FIGURE 2
FIGURE 3
J iffy muffin box
Hood (wedge)
Tires
(four wheels and axles)
Spoon as a
catapult
(lever)
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The metal ramp used to race the cars
FIGURE 4
Day 3
By the third day, students need
only a few minutes to make ad-
justments before the big race.
I hold the race in the cafeteria,
where there is a large area
without desks and no carpet
on the oor. Of course, you can
race the vehicles on carpet, but
they dont travel as far. Before
we head out of the classroom,
each group shares their junk-
yard car with the class. The
designers point out the three
different simple machines,
the name of their car, and why
they picked that name. Each
class period, I ask for several
students to be timers, a re-
corder, and a photographer. I
like to have at least two timers
in case one stopwatch doesnt
reset or the student isnt pay-
ing attention. Then the class
moves to the cafeteria for the
big moment. The metal ramp
is put at one end of the room
and partners line up to watch
(Figure 4). Two different me-
ter sticks are placed at the bot-
tom of the ramp, end to end, so
we can time how long each car
takes to travel that distance. The recorder writes down
the time for each car. The height of the ramp may need
to be changed if the cars dont travel very far. At the end
of this competition, I announce which car is the fastest
for that hour. Then, we race the cars again to see which
car travels the farthest. If time allows, we try the compe-
tition again, but place the cars on the ramp backward.
Conclusion
This has been a very successful end-of-the-year activ-
ity, although it could be used at any time of the year.
My students are always interested in how their car de-
signs compare to their peers, and girls have as much
fun with this activity as the boys, often winning the
contests. You could extend this activity by integrat-
ing it into other curricular areas. For example, in lan-
guage arts, students could write a paragraph about
the race experiences (Which car went the farthest?);
in mathematics, they could compare the speeds of all
the cars or self-evaluate the design of the car (Did it
work? Why or why not? What changes would they
make?). They could also calculate the mechanical ad-
vantage of their vehicle or the speed at specic points
along the oor. Watching a video from Discoverys
Junkyard Wars and evaluating how the teams use sim-
ple machines would tie the project back to the unit.
These are just a few examples of how to integrate this
idea into your classroom. Give it a trymy students
look forward to building junkyard cars every year!
Christine Herald (chrish@manhattan.k12.ks.us) is a
physical science teacher at Eisenhower Middle School
in Manhattan, Kansas.
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Project Citizen: Students
practice democratic
principles while conducting
community projects
by William Medina-Jerez, Carol Bryant, and
Carie Green
On a Sunday morning, students and their teachers
from rural and provincial Bolivian schools arrived in
La Paz, the capital city of Bolivia, to showcase their
Project Citizen portfolios to local residents, interna-
tional delegations, and members of nonprot organi-
zations and government ofcials from the city. Most
of the projects investigated socioeconomic and envi-
ronmental problems aficting students communities.
For example, a group of six eighth-grade students
from a low-income public school in El Alto, the sis-
ter city of La Paz, presented a solution to the problem
of garbage disposal in their community. The goal of
their project was to craft a public policy statement in
hopes of getting the needed support from local gov-
ernment to solve this issue. These students accepted
citizenship responsibility, worked collaboratively, and
learned to monitor public policy in their community.
What is Project Citizen?
Project Citizen is a program sponsored by the U.S.
Department of Educations congressionally funded
Center for Civic Education, which sponsors both do-
mestic and international programs. The Center for
Civic Educations Civitas International Programs pair
U.S. states with countries around the world based on
a variety of factors, including geographic similarities.
In 2005, Wyoming and Bolivia were paired with one
another as the WyomingBolivia Partnership. Since
then, both partners have shared cultural exchanges
centered around the civic education program. Project
Citizen encourages students to work collaboratively to
identify what they believe to be a community problem.
Through research and interviewing members of the
community, students determine the scope of the prob-
lem and whether others share their concerns. Consid-
ering the problem from multiple perspectives allows
students to formulate solutions. Students then select
one or a combination of these solutions to present as
their public policy proposal and action plan before a
panel of evaluators, policy makers, and members of
Educators for Democracy, a local nonprot organiza-
tion, and on some occasions, to students from public
schools in Wyoming via digital videoconference. They
conclude with an oral and graphic presentation to edu-
cators, local authorities, and other interested parties
through a four-panel display (a panel for each step of
the process, see Figure 1) and an accompanying port-
folio notebook.
Schools from across the globe use Project Citizen
as a curriculum promoting the acquisition of academic
and life skills such as citizenship, problem solving,
oral and written communication, and research. In
the United States, the Project Citizen program has
expanded to include schools in every state as well as
American Samoa, the District of Columbia, Guam,
and Puerto Rico. Teachers interested in learning
about Project Citizen could visit the Center for Civic
Educations website to learn about its implementa-
tion in U.S. classrooms and around the world (www.
civiced.org/index.php?page=program_information). In
this approach, students use their own life experiences
to construct their learning, exercise their democratic
rights, interact with government, and make contribu-
tions to the well-being of their communities. Because
of the cross-curricular nature of this curriculum,
students work under the guidance of Project Citizen
trained social studies teachers and their colleagues
from other subjects such as science and math. The
project described in this article, allowed the social
studies and science teachers to partner in light of
the content being addressed (civic engagement and
environmental issues). The project taps into envi-
Project Citizen students practice their presentation in school
before school administrators and their peers.
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ronmental education (e.g., types of pollution) and
typical physical and Earth science content (e.g., water
cycle). In this case, the science teacher welcomed
the garbage-disposal project as a means to teach
content, such as the water cycle, and build real-life
understanding about the effects of solid waste on air
and water quality. The theme of the project integrated
well with enviromental education, one of the four core
components of Bolivias national curriculum.
Step 1: Identifying the problem
To start, the group of students involved in the proj-
ect discussed different issues affecting their commu-
nity. They brainstormed about problems like drugs,
gangs, racism, alcoholism, and garbage. As students
voiced their opinions and discussed each problem,
the teachers introduced key Project Citizen concepts
(e.g., public versus private problems, policy, alterna-
tive solutions) that would be used to analyze each is-
sue. Students asked questions such as the following
to arrive at consensus on a problem to investigate: Is
the issue of public concern? Does the problem affect
the local community? Does the problem support citi-
zen participation? During this phase they agreed that
a negative response to any of those questions would
eliminate that issue as a potential investigation, but
that a second criterion, personal vote, would be used
if there was disagreement. The next task was to clas-
sify each problem as being of a public or private na-
ture. For instance, family violence was private and
lack of drinking water in the community was public.
Once they identied the nature of each problem, stu-
dents discussed citizen participation and government
agencies involved. Focusing on the problems that fell
into the public category, students understood that
their proposed solution would be possible only if new
public policy were enacted and enforced by local gov-
ernment decision makers.
After engaging in the problem-identication process,
students concluded that the accumulation of garbage
and the presence of a dumping site in their neighbor-
hood was the culprit for dogs, ies, and odors. Next,
they decided to focus on the problem of solid-waste
disposal. They used the information they had gathered
to create the rst panel of their Project Citizen display
panel (see Figure 1). A Project Citizen display generally
consists of four panels detailing the steps that students
have taken in arriving at, analyzing, and suggesting a
policy and an action plan relevant to their issue. Panel
one shows how students identied their problem using
criteria such as that previously mentioned. Panel two
presents alternative solutions to the problem. The third
panel shows the public policy proposed by students,
and panel four includes an action plan.
Students compiled background information focusing
on the three Rs (recycle, reduce, reuse) and shared
these ideas and ndings during school assemblies
and classroom visits with peers using posters, signs,
displays, and drawings to gain support. Next, they con-
sulted with their local ofce of environmental quality
to learn about the legal aspects of waste management,
gather printed materials, and receive training on how to
select, sort, and dispose of recyclable materials. Meet-
ings between the students involved in the project and
their teachers took place at least twice weekly during
recess or after school.
Step 2: Identifying solutions
By the end of the rst semester of the school year, stu-
dents identied three solutions to the problem of solid-
waste disposal: (1) a community-awareness campaign,
(2) the enforcement of an existing environmental law,
or (3) a solid-waste-management program. They ana-
lyzed each of the solutions by identifying the following:
1. the existing policy or suggested policy,
2. the individual or group that was proposing the policy,
3. the advantages and disadvantages of the proposed
policy, and
Project Citizen display panel and
documenting portfolio (Project
Citizen 2008)
FIGURE 1
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4. local individuals or groups that were likely to sup-
port or oppose the policy.
Students voted to select their third solution, the solid-
waste-management program. To continue preparing for
the nal presentation, the group created a second panel
for their display summarizing the alternative policies (com-
munity awareness and law enforcement) to demonstrate
their in-depth knowledge of the issue. This panel was com-
plete with written text and visuals (charts, graphs, photos,
newspaper headlines, etc.) and resources used.
Step 3: Policy statement
Before drafting the public policy statement about
the solid-waste-management program, students rst
checked the Bolivian constitution to assure their pro-
posal was legal. Four aspects were considered in the
students policy statement (see Figure 2).
Students nalized this step by creating a third panel
to support and present the public policy proposal with
text, visuals, and references.
Step 4: Action plan
Next the students designed an action plan to carry
out the proposed waste-management policy to be im-
plemented by a government agency. This action plan
addressed the following:
1. The main activities and potential agents of carrying
out the plan.
2. How to win the favor of inuential individuals and
groups who would support or oppose the proposed
policy.
3. How to win the favor of government ofcials who
would support or oppose the proposed policy.
Finally, to complete the four-panel display, students
produced the written and visual explanation of how to
develop support for their waste-management public
policy proposal among individuals and groups in the
community and government. Again, they included text,
visuals, and references in the action-plan panel.
Project presentation
After several months of dedication, the students
presented their project before the city council of El
Alto in the American Embassy in La Paz. In the au-
dience were student presenters from other Bolivian
schools, mentor teachers, and members of Educa-
tors for Democracy, who served as the evaluators of
the project. This project was also shared with Wyo-
ming middle school students who participated via a
digital videoconference. The oral presentation was
intended to inform the audience of the importance of
the problem, to explain and evaluate alternative poli-
Prompts Proposed policy
The best public policy to deal with this problem is The city should start a pilot recycling program, the
proceeds from which our school can purchase needed
materials.
The advantages of this policy are Reduction of garbage accumulation and allocation of
materials for the school.
The disadvantages of this policy are Paying for a marketing campaign and the lack of
involvement on the part of local residents and public
ofcials.
The government agency responsible for carrying out
the proposed policy is
The ofce of environmental quality.
Project Citizen students use these prompts in the analysis of the policy statement to be included in the nal proposal.
By addressing both advantages and disadvantages of their policy, students can anticipate potential pitfalls and strat-
egize their plans to gain the support from all the agencies involved in the solution to the problem.
Proposing a public policy
FIGURE 2
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SCIENCE SAMPLER
As you and your classmates complete your portfolio and prepare for the hearing, it is important to check your work to
make sure you have included everything. This checklist will help you to determine whether you have met the criteria that
evaluators will use to rate your work.
Task Criteria for evaluation Yes No
Needs
work
1
Understanding of the problem
States and explain the problem and its causes and present evidence that there is a problem.
Demonstrates an understanding of issues involved in the problem.
Demonstrates an understanding of existing or proposed public policies.
Explains disagreements about the problem that may exist in the community.
Explains why government should be involved in the solution.
Present mutually supporting information in the display and binder.
2
Analysis of alternative policies
Presents two of three alternative public policies to address the problem.
Explains advantages and disadvantages of each alternative policy presented.
Identies controversies and conicts that may need to be addressed for each alternative.
Presents mutually supporting information in the display and binder.
3
Public policy development and persuasiveness
States a public policy that addresses the problem and identies the governmental branch or
agency responsible for enacting the proposed public policy.
Supports the proposed public policy with reasoning and evidence.
Identies and explains advantages and disadvantages of the proposed public policy.
Explains and supports the reasons why the proposed public policy is constitutional.
4
Implementation of an action plan
Identies individuals and groups, both supporters and opponents, who will need to be inuenced.
Identies government ofcials, both supporters and opponents, who will need to be inuenced.
Outlines and explains an action plan for getting the proposed public policy enacted.
Proposes action that builds and expands on evidence presented in previous panels.
O
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Overall portfolio
Presents material in the display and binder that is mutually supportive.
Constructs a clear and convincing sequence from one panel or section to the next.
Uses and documents research from multiple sources and provides appropriate notation
for the sources and research evidence used.
Uses standards of good writing.
Uses relevant and appropriate graphics and written information.
Is visually appealing.
Includes evidence of student reection that states what students have learned.
Project Citizen hearing evaluation form (Center for Civic Education 2008)
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cies, to discuss the groups policy idea, and to share
how they would develop support. Both the oral pre-
sentation and project portfolio were assessed by the
teachers and members of the Education for Democ-
racy organization using the criteria in Figure 3. Stu-
dents in the audience, from Bolivia and Wyoming,
had the opportunity, with the help of interpreters,
to ask the student presenters questions. Likewise,
teachers and other members of the school com-
munities provided feedback and recommendations
for improvement. The most important aspect in the
presentation was the involvement of the government
agency responsible for addressing the garbage-dis-
posal problem.
Conclusion
After the presentation, government ofcials promised
to study and provide students with feedback regard-
ing their proposal. Unfortunately, feedback never ar-
rived. However, students continued their efforts by
implementing a recycling program within their own
school community. The students set up three colors
of recycling boxes around the school for paper and
cardboard, plastic materials, and organic compost ma-
terials. Similar efforts were made in the surrounding
neighborhoods to help eradicate the dumping sites in
front of the school. The monies earned through this
program allowed students to remodel the basketball
court and purchase several new library books for
their school. They still hope to expand these efforts to
other schools and market areas in their community.
The Bolivian students who participated in this ex-
ample of Project Citizen demonstrate, through their
own community-based project, that they can be part
of policy making in their schools, neighborhoods,
communities, and local governments. By publically de-
fending their projects, they voiced previously unheard
concerns, and took action to promote new community
attitudes and change.
Because Project Citizen exists in every U.S. state,
teachers wanting to use it can contact the Center for
Civic Education to arrange, at no cost, for training (see
Resources). Although initially Project Citizen was used
primarily as part of the social studies curriculum, teach-
ers in other subject areas nd that it offers a variety of
ways for them to address standards. Language arts
and modern languages teachers nd it a useful tool
for practicing literacy skills. Science teachers appreci-
ate its inquiry and problem-solving potential. Project
Citizen also has great potential as an interdisciplinary
approach. It offers a means for teachers to help stu-
dents focus on community-based problems that have
implications beyond the classroom and community,
such as environmental issues, and teaches students
skills and methods for making their concerns and ideas
heard by those in public ofce.
Acknowledgment
The authors would like to express their appreciation to the
following entities for their support in conducting research in
the context of Project Citizen: The Center for Civic Education:
Civitas International; Educators for Democracy, La Paz, Bo-
livia; and The WyomingBolivia Partnership. We, as teacher
educators, nd in Project Citizen a unique opportunity to col-
laborate with our Bolivian colleagues in the preparation of
science and social studies teachers. Opportunities for our
preservice teachers have also been possible through this
partnership and for in-service teachers who have implement-
ed the Project Citizen curriculum in their classrooms. Spe-
cial thanks to our colleague, Professor Ariel Mealla-Aramayo,
director of Educators for Democracy in La Paz, for his con-
tinuous collaboration and support. As part of the Wyoming
Bolivia Partnership, in its fourth year, our involvement as
teacher educators is focused on supporting the implemen-
tation of the Project Citizen curriculum in both Bolivian and
Wyoming schools. During these years, over 3,000 students
from 43 public schools in Bolivia have participated.
References
Center for Civic Education. 2008. Project Citizen level 1. Cal-
abasas, CA: Center for Civic Education.
National Council for the Social Studies (NCSS). 1994. Ex-
pectations of excellence: Curriculum standards for social
studies. Silver Spring, MD: NCSS.
Resources
Center for Civic Education, Project Citizen program
www.civiced.org/index.php?page=program_information
William Medina-Jerez (wmedinaj@uwyo.edu) is an as-
sistant professor of science education and Carol Bryant
is an associate professor of social studies, both in the
Department of Secondary Education, and Carie Green
is a doctoral student in education, all at the University
of Wyoming in Laramie, Wyoming.
SCIENCE SAMPLER
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Engraved patio stone ...........$275.00 During Conference: $250.00
Patio stone with logo ...........$375.00 During Conference: $350.00
Buy a Brick . . . Build a Legacy
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Center
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Help build the future of science
education one brick at a time.
Visit www.nsta.org/buyabrick to participate,
or stop by booth #523 on NSTA Avenue
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Why YOUShould Publish
The main purpose of NSTAs well-rounded publishing program is
to allow our members to share ideas with thousands of other people
who teach science. The content reflects the needs of its audience
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Effective inquiry activities that are original and creative
Interdisciplinary science experiences
Successful partnerships or programs
Themes of current issues in middle level science education
In your article, share the complete experience, including what you
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students say as they conducted the activity? What changes will you
make to the activity in the future?
When describing a successful partnership or program, give complete
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Required safety precautions are reflected in photographs
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Disrupted food webs: Exploring the
relationship between overshing and
dead zones in the Chesapeake Bay
by Yael Wyner
A
fter seven years of teaching middle school
environmental science, I am frustrated with
food webs. Why do they seem so easy, even
though disruptions of healthy food webs have,
time and time again, lead to unforeseen complex en-
vironmental disasters? After spending many hours
contemplating this question, I came across a wonder-
ful video on the unforeseen and misunderstood con-
sequences of overshing in the Chesapeake Bay. This
activity is an effort to adapt the groundbreaking arti-
cle from Science on which the video is based for use in
my classroom (Jackson et al. 2001).
In the activity, students analyze his-
toric and present-day food webs
and graph historic and present-day
Chesapeake Bay data to learn how
food web complexity is easily over-
looked, and why that complexity is
important for healthy ecosystems.
Finally, students use seafood cards
to learn how their seafood choices
can affect the worlds oceans.
I used these lessons in my seventh-
grade environmental science classes
in a New York City public school for
gifted learners. These lessons are ap-
propriate for a wide range of learners,
although more time may need to be
allotted, particularly when students
are completing the graphing activity.
After completing the activity, students
will be able to understand that
food webs describe the feeding
relationships in an ecosystem,
food webs are made up of many
different food chains,
ecosystem stability is dependent on all ecosystem
components, including the balance between prima-
ry consumers (lter feeders) and decomposers,
excess nutrients lead to eutrophication and dead
zones,
lter feeders limit excess nutrients in estuary eco-
systems,
overshing destabilizes ocean ecosystems, making
them vulnerable to eutrophication,
shifting baselines are a reason that society fails to
Chesapeake Bay before shingHistoric
FIGURE 1
WHALES
SHARKS
SEALS
ALLIGATORS
BIRDS
PREDATORY FISH
SEA
TURTLES
jelly sh
GRAZING
FISH
PREDATORY
INVERTEBRATES
OYSTERS
ZOOPLANKTON
SEA
FLOOR
PLANTS
SEAGRASS
phytoplankton/algae
microbes
detritus
(rotting material, i.e. high nutrient levels)
worms/
amphipods
MANATEES
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Mar ch 2010 79
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notice the decline of many ocean ecosystems,
ecosystem decline occurs slowly over time, caus-
ing us to mistakenly view severely degraded and
poorly functioning ecosystems as normal and
relatively healthy, and
graphs are important tools for comparing and see-
ing patterns in data.
Part 1
Introduction to the problem: Why are there dead zones
in the Chesapeake Bay? (20 minutes)
As formative assessment, you can test students on
food webs or on eutrophication. To engage students,
I use a short slide show (the slide show is available
online at www.nsta.org/middleschool). I begin with a
map of the Chesapeake Bay and close-up images of
the rivers from six states and the District of Colum-
bia that feed into the bay. I tell students that the bay
is the largest estuary in the United States and that
no other American estuary has a higher yield of sh
and seafood (including blue crab, oysters, clams, and
striped bass). I then ask students to raise their hands
if they or their parents eat seafood. I tell students that
the seafood they eat may even come from the bay. In
this way, I hope to make the lesson relevant to my
students who do not live near the bay.
Next, I use photos of algal blooms and dead sh
to introduce the problem of pollution, eutrophication,
and dead zones in the bay. Photos of nutrients and
suspended sediment entering the bay from places
like farms (fertilizer and manure runoff) and cities
(sewage) are used to discuss the factors leading to
high nutrient levels in the bay. Particular language
and concepts that I include in the discussion of eutro-
phication are the relationship between detritus (rotting
material) and microbes (the microscopic organisms
that eat the detritus), because these terms will appear
when students analyze their food webs. The slide show
contains a step-by-step process of how dead zones are
made and uses the photos to illustrate the process. This
section was review for my students, so I asked them
1. Which organisms are abundant in this ecosystem?
Whales, sharks, seals, alligators, birds, predatory sh,
sea turtles, grazing sh, predatory invertebrates, zoo-
plankton, manatees, oysters, seaoor plants, sea grass .
2. Which organisms are rare in this ecosystem?
Phytoplankton/algae, jellysh, worms/amphipods,
microbes (detritus).
3. List the producers and consumers in this ecosystem.
Producers: phytoplankton/algae, seaoor plants, sea
grass. Consumers: whales, sharks, seals, alliga-
tors, birds, predatory sh, sea turtles, grazing sh,
predatory invertebrates, zooplankton, sea cows, jel-
lysh, zooplankton, oysters, worms/amphipods (also
decomposers).
4. Find and write out a six-step or greater food chain.
Phytoplankton/algae oyster predatory inverte-
brates predatory sh seal shark whale or
others. Notice the length of the food chain. Land food
chains are not this long.
5. What do the microbes eat? Are they producers, con-
sumers, or decomposers? Microbes eat the detritus
and are therefore decomposers.
6. If whales and turtles become rare in this ecosystem,
what would you expect to happen to the number
of jellysh? The jellysh population should go up
because nothing else eats them.
7. If whales, sharks, seals, and alligators were removed
from the ecosystem, what would you expect to hap-
pen to the numbers of predatory sh? Their popula-
tions should go up because nothing else, except
birds, eats them.
8. If the oyster population was reduced, what would
you expect to happen to the quantity of microbes,
phytoplankton/algae, and detritus? The microbes
should increase because nothing else eats them.
The phytoplankton/algae should also increase, but
not as much because zooplankton eat them. If the
phytoplankton/algae increase, then the detritus
should increase because when the phytoplankton/
algae die, they become detritus.
9. Predict how the present-day food web will look differ-
ent than the historic food web. Manatees and alliga-
tors will be missing.
Activity Worksheet 1: Questions about the Chesapeake Bay food web before
large-scale shing (to be distributed with Figure 1; answers in italics;
blank worksheets available at www.nsta.org/middleschool).
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to recall what they knew about algal
blooms and eutrophication. Students
summarized their knowledge as 9 list
of steps:
1. Sewage runoff and fertilizers
contribute excess nutrients into
the water, leading to an explosion
of algae (algal blooms). The avail-
ability of nitrogen is no longer a
limiting factor.
2. Like all living things, algae die
and become detritus that is de-
composed by microbes.
3. The population of microbes
explodes because of the large
amounts of detritus available to eat.
4. Like us, microbes use oxygen to
make energy. The large amounts
of microbes use up the oxygen in
the water.
5. The water now has low dissolved
oxygen, killing sh and other
organisms that need the oxygen
to live.
6. This is now a dead zone.
After the discussion of the causes of dead zones, the
class summarizes what appears to be obvious: The ex-
cess nutrients that people are contributing to the bay are
causing the dead zone problem in the bay. However, in
an effort to learn more about the dead zone problem, I
tell students that we will analyze the feeding relationships
of all organisms that make up the bay ecosystem. But,
in order to understand the feeding relationships among
organisms in todays Chesapeake Bay ecosystem, we
need to know what organisms lived there in the past.
We will begin by investigating what the Chesapeake Bay
ecosystem looked like 300 years ago, before the arrival
of European settlers and large-scale shing.
Part 2
The Chesapeake Bay before European settlers and
large-scale shing (Figure 1 and Activity Worksheet 1,
1020 minutes)
I hand each group of two students a food web of the
Chesapeake Bay before large-scale shing and a
worksheet (Figure 1 and Activity Worksheet 1). Stu-
dents use the worksheet to analyze the food web. Be-
fore students begin analysis, we review the important
terms in the food web and the food web key. This step
is very important, because some of the language in
the food web is difcult to understand without discus-
sion, and because the rst food web is very full of in-
formation. (This complexity is one of the points of the
exercise. The food web before shing is very hard to
read because it is so complex. The food web with sh-
ing is easy to read by comparison because most of the
complexity has been removed!)
The worksheet prepares students to compare this
historic food web of the Chesapeake Bay (Figure 1)
to the food web of the present-day Chesapeake Bay
ecosystem that they will receive next (Figure 2). Stu-
dents use the historic food web to determine abundant
and rare species in the ecosystem and to predict the
consequences of removing certain species from the
ecosystem. Students also practice important basic
skills such as determining producers, consumers, and
decomposers in an ecosystem and separating out small
food chains from the larger food web. By contextualiz-
ing these terms into a dynamic and changing food web,
students begin to learn why these ecological terms are
important for scientic understanding.
Chesapeake Bay with shingToday
FIGURE 2
sharks
PEOPLE
seals
alligators
sea
turtles
JELLYFISH
grazing sh
BIRDS
X
X
manatees
WORMS/
AMPHIPODS
seagrass
SEA
FLOOR
PLANTS
PHYTOPLANKTON/
ALGAE
MICROBES
DETRITUS
(rotting material,
i.e. high nutrient levels)
predatory
invertebrates
zooplankton
predatory sh
whales
oysters
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When a group completes its worksheet and I have
checked over their answers using the answer sheet
(Activity Worksheet 1), I hand the group a new work-
sheet and a diagram of todays Chesapeake Bay food
web with large-scale shing (Figure 2 and Activity
Worksheet 2). I check student work to see if students
can make food chains, understand which species are
rare and abundant, and understand how the species
interact with one another. It is not necessary to have a
full-class discussion after this worksheet, as students
work at different rates, which allows me to have per-
sonal give-and-take with each student group.
Part 3
The Chesapeake Bay today with large-scale shing
(Figure 2 and Activity Worksheet 2, 1020 minutes)
This activity follows the same format as the previous
food web and worksheet. Working in the same groups
of two, students use the new worksheet to analyze the
food web of todays Chesapeake Bay with large-scale
11. Which organisms are abundant? People, birds,
jellysh, worms/amphipods, phytoplankton/algae,
microbes, and detritus (though not an organism).
12. Which organisms are rare or extinct? Whales,
sharks, seals, alligators, predatory sh, sea turtles,
grazing sh, predatory invertebrates, zooplankton,
sea cows, oysters, seaoor plants, and sea grass.
13. Redraw the food web including only the abundant
species. What do you notice? The only part of the
food web that can successfully be redrawn is the
relationship among the detritus, microbes, algae,
and worms/amphipodsthe very low trophic levels.
Higher trophic levels are not included. The complex-
ity of the ecosystem has been lost. Also, people
have been added to the ecosystem and jellysh
that were once rare are now abundant.
14. How is this food web similar to different from the food
web unaffected by people? Similar: Many of the same
organisms are still there, they are just much dimin-
ished. Birds are common in both food webs. Different:
Some organisms are now locally extinct, such as al-
ligators and manatees. Many common organisms are
now rare, such as whales, sharks, seals, predatory
sh, sea turtles, grazing sh, predatory invertebrates,
zooplankton, sea cows, oysters, seaoor plants, and
sea grass. Jellysh are now abundant. People have
been added to the ecosystem.
15. Why do you think jellysh are now abundant? There
are few sea turtles or whales to eat them.
6. Why are there fewer predatory sh if there are fewer
whales, sharks, seals, and alligators? People are sh-
ing them.
17. From what you know about the relationship between
high levels of nutrients and algae growth, why have
the phytoplankton (oating plants or algae) in-
creased? The algae are no longer limited in growth
by the levels of nutrients in the water. They have
nutrients and sunlight. They can now grow quickly.
18. What happened to the seaoor plants? If fewer organ-
isms are eating them, shouldnt their numbers have in-
creased? Why are they rare now? Hint: Like all plants,
what do the seaoor plants need to grow? What does
nutrient run-off cause to grow that would limit the
resource that seaoor plants need to grow? Explain.
Thick layers of oating algae block the sunlight from
reaching the seaoor plants that grow down below.
Without sunlight, the seaoor plants cannot grow.
19. How does this food web connect to the problem of
high nutrient levels in the water? Hint: Oysters lter
the nutrients, microbes, and phytoplankton from the
water. Use the food web to explain what happened
to their numbers and why. Oysters lter the water,
cleaning it of microbes, algae, and excess nutrients.
People have harvested the oysters, taking away the
bays natural cleaner. Without the cleaner, the bay
has become very dirty.
10. Based on your answer to question 9, make a hypoth-
esis for how harvesting of oysters affects nutrient
pollution. Hypothesis: If people overharvested the oys-
ters, then nutrient pollution would increase or people
overharvested the oysters, leading to an increase of
nutrient levels in the bay.
11. What type of data would you need to collect in order to
test your hypothesis? Hint: You would need to compare
historic and present-day data on two elements of the
ocean. What are those elements? We would need to
have historic and present-day data on the number of
oysters and the nutrient levels in the bay.
Activity Worksheet 2: Questions for Chesapeake Bay food web with
large-scale shing (answers in italics; to be distributed with Figure 2)
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shing (Figure 2 and Activity Worksheet 2). This food
web is much less complex (and easier to read) than
the food web that students previously analyzed. Some
species are missing, including alligators and manatees,
and others are now rare (e.g., whales, sharks, seals,
predatory sh, grazing sh, predatory invertebrates,
oysters, seaoor plants, sea grass, and sea turtles).
Many feeding relationships that were once strong are
now weak. Students are asked to think about why the
food web is so different and how the changed food
web might impact ecosystem health.
The worksheet reviews many important issues, such
as asking students why jellysh are abundant, if histori-
cally they were rare, and why predatory sh are rare,
even though their shark, seal, and whale predators are
now rare. The worksheet then addresses the problem
of pollution in the bay. Students are asked to use what
they know about eutrophication to explain why the algae
are now abundant in the bay. As a side note, students
are also asked how the abundance of algae that oat
might affect the abundance of plants that grow below
them (e.g., seaoor plants and sea grass).
These questions begin to explain the state of the bay
today. Nutrients added to the bay feed the growth of
algae. The abundance of algae oating on the surface
block the sunlight from reaching seaoor plants, caus-
ing many of them to die. Finally, students are asked to
connect the high levels of nutrients, algae, and microbes
to the loss of the oyster lters in the bay. Students de-
velop a hypothesis about how the loss of oyster lters
might contribute to the high nutrient levels in the bay.
(If people overshed the oysters, then nutrient pollution
would increase.) If students have difculty making
this hypothesis, I walk them through the historic food
web. I ask them how oysters get their food (ltering
the nutrients) and what would happen to the level of
nutrients if the oysters stopped ltering (it would go
up). Once students make the prediction that without
oysters ltering the water, nutrient levels would go
up, I point out that they have made their hypothesis.
Students then determine the type of data they would
need to analyze to test their hypothesis. Again, I use the
food webs to help students who have difculty with this
task. I ask students to tell me why the two food webs
appear to be so different and why that might help us
in testing the hypothesis (comparing preharvesting
and present-day food webs can tell us what is differ-
ent today). This statement leads to an understanding
that students need to analyze historic and present-day
oyster and nutrient levels to test their hypothesis. After
students make this determination, I give them the data
on current and historic levels of oysters and nutrients
in the bay (Activity Worksheet 3). I tell students that
this page contains data on past oyster-harvesting levels
and past pollution levels in the bay. I ask them to think
about why there are no data on oyster catches before
130 years ago (people were not yet harvesting the oys-
ters). Also, we discuss the two different scales for the
oyster and pollution data. The pollution data are on a
scale of 1 (no pollution) to 8 (very polluted).
Part 4
Graphing analysis of historic and present-day nutrient
pollution levels in the bay in comparison to historic
and present-day numbers of oysters in the bay: Testing
the hypothesis that oysters reduce nutrient pollution in
the bay (Activity Worksheet 3, 3040 minutes).
Students graph the oyster and nutrient levels and use
the worksheet to analyze their results (Worksheet 3).
If needed, it is also possible to prepare graphs with
axes already labeled.
Once all students have the data table and worksheet
(Activity Worksheet 3), we have a whole-class discussion
reviewing the data, relating it back to the hypothesis,
and discussing the listed points below. We determine as
a class how to set up the graphs and discuss any points
that might confuse students. I nd this approach to be
an effective strategy, because it gives students who are
moving more quickly time to think about their plotting
strategies and allows students who may nd this activ-
ity more difcult to have an opportunity to discuss the
graphing issues with the class.
1. The graphs have two y-axes with different scales.
a. An axis for oyster catch with numbers going
into the hundreds of thousands of metric tons.
b. An axis for nutrient level with the highest number
being 8 (as measured by the ratio of oating algae
to seaoor algae found today and historically).
(Greater nutrient levels in the water lead to more
oating algae and less seaoor algae because the
Sun is blocked by the oating algae.)
2. The x-axis includes data from hundreds of years ago
up through present day. The interesting data points
do not begin until 300 years ago, and then only really
get detailed in the past 150 years. Students often
distort the scale of the x-axis in order to t all of their
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Plot and connect your data points on one graph
1. Oyster catch in relation to years before present
2. Nutrient levels in relation to years before present
Helpful hints for graphing
1. Years before present should go on the x-axis.
a. To have enough room, use the long side of the
graph paper for this axis.
b. Begin your graph at 300 years before present to
have enough room on your x-axis for all of your
data points.
c. Make sure that your increments are consistent even
though you do not have all the data points to plot.
2. You will need two y-axes, with different scales for oyster
catch (high of 600,000) and nutrient level (high of 8).
3. Use a pencil to plot so that you can erase any mistakes.
4. Your graph plan should be approved by me before
you begin graphing.
Questions
1. What is the independent variable? Time.
2. What are the dependent variables? Oyster catch and
nutrient levels.
3. Why do you think nutrient pollution in the bay began
to increase about 250 years ago? Hint: It has to
do with the arrival of European settlers. European
settlers began to clear land for farming of crops and
cattle, leading to greater nutrient input into the bay.
4. Nutrient levels hold steady for almost 200 years at
3 and then suddenly increase 60 years ago to 8.
Use your graph to determine what happened to the
oyster catch at the same time (60 years ago). Oyster
catch also drastically declined.
5. How might the decline of oysters lead to the sudden
increase in nutrient levels in the bay 60 years ago?
Use what you know about the role of oysters in the
Bay food web to answer this question. Oysters were
keeping the nutrient levels relatively stable in the bay
by ltering the nutrients, sewage, animal waste, and
fertilizer that was running into the bay. Once the oys-
ters were removed from the bay 60 years ago, there
were no more oysters to clean the nutrient overload
from the bay, causing the nutrient level to drastically
rise in the bay. (It is thought that oysters used to
lter the entire water column of the bay every three
days. Now it is thought that the water column is only
ltered twice a year.)
6. How does this graph contribute to scientic under-
standing of the role of oysters in controlling nutrient
levels? Analysis of the data show that pollution levels
dramatically increase at the same time that oysters
are removed from the bay. The data provide evidence
that loss of oysters and their role as lter feeders in
the bay has contributed to the high pollution levels
in the bay. (It is also possible to infer from the graph
that high pollution levels led to the decline in oysters.
Nutrient input did not suddenly increase 60 years ago,
but harvesting pressure remained strong.)
7. Why are so few oysters being caught today com-
pared to 100 years ago? There are not enough oys-
ters in the bay to make oyster harvesting worthwhile.
(Paradoxically, the pollution in the bay has made the
bay hospitable to an oyster parasite that infects and
kills the American oyster, making reintroduction of
the oyster difcult.)
8. How would you propose to solve the nutrient prob-
lem and also help the oyster industry? Add oysters
to the bay in order to clean the water. If native
oysters cannot withstand the pollution, introduce a
nonnative oyster that can withstand it (which can po-
tentially have devastating, unforeseen consequences
to the health and complexity of the bay ecosystem).
Years
before
present
Oyster catch
in metric
tons
Nutrient level
measured as
planktonic/benthic
diatom ratio*
1000 No data 1
500 No data 1
300 No data 1
250 No data 2
200 No data 2.5
150 No data 3
130 580,000 3
120 600,000 3
100 480,000 3
70 200,000 3
60 80,000 8
50 40,000 8
40 100,000 8
30 90,000 8
20 80,000 8
10 ~0 8
0 ~0 8
* This is a ratio between a type of oating algae and a type
of sea-oor algae. The ratio has been shown to be a good
indicator of pollution levels. Cores of the ocean oor can
be collected to measure historical planktonic/benthic
diatom (algae) ratios.
Activity Worksheet 3: Oyster catch versus nutrient levels in the
Chesapeake BayTesting the hypothesis that oysters reduce nutrient pollution
in the bay (answers in italics and background note to teachers in bold).
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data points. I suggest that they use the long part of
the page for their x-axis in order to keep a proper
scale and be able to easily plot all of their data points.
I also ask them to begin their graph 300 years before
present day, rather than on the earlier dates.
Students must receive approval of their graphing
strategies before proceeding with the graphing. I check
to see if students have their axes properly labeled, incre-
ments properly spaced, and graph properly titled. If these
elements are missing, incomplete, or inaccurate. I ask
students to show me how to correct the inaccuracy, i.e.,
if the increments are incorrect, I point it out and ask stu-
dents why those increments might not be effective. When
these tasks are complete, students complete a summary
worksheet of the activity (Activity Worksheet 4).
Part 5
Summary worksheet of the activity
(Activity Worksheet 4, 20 minutes)
This part of the activity asks students to summa-
rize what they learned from analyzing historic and
present-day food Webs and data on historic and
present-day oyster-catch and nutrient levels. I give
students a short time to think about the questions
and then we discuss them as a class. Students sum-
marize how shing has changed the Chesapeake
Bay ecosystem. They cite the decline of most ma-
jor ecosystem organisms, including the localized
extinction of manatees and alligators. Students also
recognize that, although most species are fewer
in number than they were before shing, they are
still present today, which gives us an opportunity
to rehabilitate the ecosystem. Students are asked to
summarize the role of declining oysters in the bays
dead zones. Without oysters cleaning the water of
excess nutrients (fertilizer, manure, and sewage),
the bay is overrun with nutrients, leading to algal
blooms and dead zones. In a discussion with my
students about their summaries, students are sur-
prised to learn that oysters used to lter the bay in
three days; now, with oyster harvesting, the bay is
ltered once every six months.
The nal question on the summary worksheet asks
students about the importance of analyzing historic
data and the role of historic baselines. I use the discus-
sion of historic baselines to lead into the videos about
the Chesapeake Bay.
Activity Worksheet 4
Summary (answers in italics)
1. How have humans affected the Chesapeake Bay food
web? People have overharvested most of the spe-
cies in the Chesapeake bay, including whales, sharks,
seals, alligators, sea turtles, predatory sh, graz-
ing sh, predatory invertebrates, and oysters. Algal
blooms caused by pollution and the lack of oysters in
the bay have led to the decline of ocean-oor plants
like sea grass and an overgrowth of bacteria. Jellysh
that were once rare are now common. Manatees and
alligators are no longer even present in the ecosystem.
2. Explain the role that oysters play in keeping the nutrient
levels of the bay low. Oysters lter the nutrients in the
bay. This ltering prevents an overgrowth of algae (algal
blooms); an overgrowth of algae leads to the formation
of dead zones.
3. Use your food webs and data from Part 3 to list at
least ve consequences of the altered food web of
the Chesapeake Bay.
lots of nutrient pollutionalgal blooms, dead
zones, cloudy water
lots of jellysh
lots of worms/amphipods
no manatees
no alligators
very few sea turtles, etc.
4. How can understanding historic ecosystem food
webs help us understand todays ecosystems? The
only way to truly understand the health of todays
ecosystems is to be able to compare them to what
they looked like in the past. It is only possible to
understand how ecosystems have changed if we
know what the ecosystems looked like originally. The
role of oysters in keeping the Chesapeake Bay clean
was overlooked because people just assumed that
the Chesapeake bay ecosystem always contained
the same composition of organisms and that the
only aspect of the bay that had changed was the
additional nutrients added to the bay by people. Only
after accounting for the previous complexity of the
Chesapeake bay ecosystem is it possible to under-
stand that the organisms living in the bay also played
a role in keeping the bay clean and unpolluted.
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Part 6
Watching media about the Chesapeake Bay and distri-
bution of seafood cards (40 minutes with discussion)
Once the summaries are complete and we have dis-
cussed them, we watch two videos, Rediagnosing the
Oceans and Jellysh and Bacteria. Both videos are
available for free download from www.shiftingbase
lines.org/videos.
The rst video, Rediagnosing the Oceans (11 min-
utes), uses the example that students just investigated,
oyster harvesting in the Chesapeake Bay, to explain
why understanding historic baselines is important for
understanding ocean ecosystems. (Note: This video
has incredible pictures of mountains of oysters har-
vested from the bay, which students might not see if
you do not point them out.) The video then introduces
three other scientically supported examples from
other American ocean ecosystems to emphasize the
importance of historic baselines. After watching this
video, we discuss other shifting baselines, such as
climate (today versus 30 years ago), increased life ex-
pectancy (today versus 100 years ago), or even what is
considered a normal level of cell phone texting (adults
versus childrens viewpoints).
The next video, Jellysh and Bacteria (less than 1
minute), is a humorous animation of ocean ecosystems
that are overrun by jellysh and bacteria. The video is
set to the tune of Ebony and Ivory. The rst verse is
Jellysh and bacteriathats what you get when the
ocean is inferior. Side by side from the Black Sea to the
Chesapeake Baaaaybeee. This video is a fun opportu-
nity for students to sing along and get excited about what
they learned. I watched this video multiple times with my
students because they thought it was funny and because
they wanted to get the sing-along part right.
Finally, we discussed seafood cards, a color-coded,
wallet-sized list of healthy and overshed seafood spe-
cies (green for healthy, red for overshed) to let stu-
dents know that there is something positive that they
can do to help the oceans. (The cards are available from
the Blue Ocean Institute, www.blueocean). We go over
the list to discuss the best and worst seafood choices
for our dinner plates. An ironic note is that oysters are
considered a very good seafood choice today because
they are not wild caught (farm raised) and lter the
water while they grow. (Not all farm-raised seafood is a
good choice; farm-raised salmon and shrimp are major
sources of pollution and habitat destruction.)
Conclusion
My students were excited about this real-world exam-
ple that connected to their everyday seafood choices.
In fact, many students went home and insisted to their
parents that they should only buy green seafood
choices. I was also satised with this activity because
students were nally able to use what they learned
about ocean ecosystems and apply it to a diagram of
a local terrestrial ecosystem. When I showed my stu-
dents a food web of a historic northeast forest/pond
ecosystem and asked them how people disrupt it, they
were able to apply knowledge that they had learned
earlier in the year. Students reasons as to why food
webs are being disrupted were as follows:
Wolves have been removed, wolves had prevented
the deer from eating all of the young trees.
Invasive species have been introduced, such as
gypsy moths and Asian longhorned beetles, there-
by harming the trees.
Trees have been cut down, leading to erosion and nu-
trient runoff into the pond and causing algal blooms.
Answers such as these indicate that students have
a better understanding of how we impact food webs
and why they are important for a healthy, functioning
natural world.
Acknowledgments
Thanks to Janice Koch, Steve Gano, and Rob DeSalle for
helping to articulate the ecology disrupted approach. Thanks
also to Sarah Fogelmann for providing valuable feedback af-
ter teaching these units in her class.
Reference
Jackson, J.B.C., M.X. Kirby, W.H. Berger, K.A. Bjorndal,
L.W. Botsford, B.J. Bourque, R.H. Bradbury, R. Cooke, J.
Erlandson, J.A. Estes, T.P. Hughes, S. Kidwell, C.B. Lange,
H.S. Lenihan, J.M. Pandol, C.H. Peterson, R.S. Steneck,
M.J. Tegner, and R.R. Warner. 2001. Historical oversh-
ing and the recent collapse of coastal ecosystems. Sci-
ence 293 (5530): 62937.
Yael Wyner (ywyner@ccny.cuny.edu) is an assistant
professor in the Department of Secondary Education
at the City College of New York in New York, New York.
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SCOPE ON THE SKIES
86 SCIENCE SCOPE
March measurements
by Bob Riddle
S
ometimes I tell folks that I am a reading teach-
ernot to confuse them, but to reinforce the
importance of reading and developing language
skills, even in a science classroom. I drive my
students crazy at times because I check their written
work for grammar, punctuation, and spelling. While sci-
ence is certainly language based, it is also bilingual in
the sense that mathematics is also spoken in science
classes. There are many opportunities throughout the
school year to integrate the language of mathematics
with science lessons and activities.
One such example is an activity that occurs during the
spring and autumn on or about the day of the equinox.
The activity can also be done any day during the year.
This is a popular activity for students in either hemisphere
to get involved with measuring the circumference of
the Earth based on the method used by Eratosthenes
many centuries ago. Eratosthenes was a librarian and
mathematician who lived in North Africa, in what we
now know as Libya. With information about the position
of the Sun and the length of a shadow at two cities with
different latitudes, Eratosthenes was able to determine
the circumference of the Earth. In a similar manner,
students often use one of the online projects to nd a
school lying either north or south of their location to
partner with. Students could also use the equator as the
other school location. Either way, the latitude angle
difference and the distance between the two will be used
to calculate the Earths circumference.
For these projects, the equator is often used as the
companion location because the angle of the Sun (its
position above the horizon) is always known on the day
of the equinox. On that day, the Sun is directly overhead,
at the zenith, with an altitude angle of 90. At any other
latitude location on the Earth, the Sun would not be
directly overhead, but at an altitude angle determined
by the local latitude (see Noon Day Project website in
Resources for more information).
In effect, when students conduct this activity they will
actually be calculating the circumference of the Earth
based on the distance around the Earth from pole to
pole, the polar circumference, rather than the equatorial
circumference. While there will always be a margin of
error, students calculations generally come out close to
the given value for the polar circumference of the Earth.
There is a small difference between polar and equatorial
circumferences because the Earth is not a perfect sphere,
but is somewhat attened at the poles. The equatorial
circumference is given as 24,901.55 miles (40,075.16
km), and the polar circumference is given as 24,859.82
miles (40,008 km). While a globe is shaped as a perfect
sphere and the Earth is not, it is still helpful, as students
think about a attened sphere, to show them a globe to
help them visualize the shape of the Earth. From their
observations of the globe, students can see how much
greater the circumference is at the equator compared
with other locations north or south from the equator.
If a ball is available (e.g., volleyball), it can be slightly
squeezed from top to bottom to show what a attened
sphere looks like.
Using the above information plus the time of the
Earths rotation, 24 hours, students can take this activity
a step further and calculate the speed at which the Earth
is rotating at the equator and at their home latitude. To
start, students use the equatorial circumference plus
the formula for calculating speed (distance divided by
time) to determine the rotation speed of the Earth at the
equator. With a rotation time of about 24 hours and an
approximate circumference of 25,000 (40,233 km) miles,
the Earth is rotating at approximately 1,042 miles per hour
(1,676 km/hr.) at the equator. We do not feel the speed
of the Earths rotation because the rate is constant; the
Earth is neither speeding up nor slowing down, so there
is no sense of motion.
Students may wonder how fast the Earth is moving at
their latitude. Could it be the same as at the equator? The
simple answer is no, because the circumference of the
Earth at other latitudes is not the same distance as at the
equator. Students should notice that as latitude increases
the circumference decreases. In mathematical language,
the circumference will decrease in direct proportion to the
cosine of the latitude. The cosine is one of several math
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Mar ch 2010 87
SCOPE ON THE SKIES
functions dealing with angles and is used in this case to
generate a value needed for the calculations students will
do. Measuring the circumference of the Earth is based
on the use of a right triangle, and the cosine value is the
ratio of two of the angles, the adjacent over the hypotenuse
(see Figure 1).
So how do you determine the circumference at your
latitude or any other latitude? We know that the formula
for circumference is pi times the diameter (C = d), so the
equatorial circumference of the Earth using that formula
and the following values is 3.14 7,926.41 miles (12,756.32
km) = 24,889 miles (40,055 km). The Earths diameter is
a given value, but could be determined by dividing the
circumference by pi.
To determine the circumference at other latitudes, the
formula is modied to include the cosine of the latitude
as follows: Circumference at my latitude (CL) equals
Earth equatorial circumference (C) times the cosine of
my latitude (L). That is, CL = C cos (L). An easy way to
determine the value for your latitude or any other latitude
is to type the word cosine followed by the latitude
number into the search box on your web browser. After
substituting numbers and using our latitude of 40, my
students used the following to determine how fast we are
rotating in Kansas City, Missouri.
Circumference at our latitude =
24,889 miles (40,055 km) 0.767 (cosine of 40) =
19,089 miles (30,722 km)
To determine the rotation speed at Kansas City, we
divided the circumference at Kansas City (19,089 miles)
(30,722 km) by 24 hours (19,089/24 hours) (30,722 km/24
hours). We determined that we are moving more slowly
at our latitude than at the equator, with an approximate
speed of 795.36 miles per hour (1,280 km per hour).
Students summarize the calculations from their
home latitude and other latitudes and what they have
learned from the math used in the activity. For example,
students may notice that the circumference divided by
its diameter is the value of pi, 3.14. When given the
diameter or radius (half the diameter), students are able
to determine the circumference. Or, when given the
circumference of a circle, students are able to determine
its diameter or radius. n
March
1 Moon near Saturn
2 Cassini yby of Saturns moon Rhea
3 Moon near Spica
Cassini yby of Saturns moon Helene
7 Last quarter
11 Mars ends retrograde motion
12 Moon at apogee: 406,011 km
14 Spring forwardbegin Daylight Saving Time
Mercury at superior conjunction
15 New Moon
17 Uranus in conjunction with the Sun
Asteroid Vesta at opposition
20 Spring equinox (1:33 pm EST)
22 Saturn at opposition
23 First quarter Moon
25 Moon near Mars
28 Moon at perigee: 361,877 km
29 Moon near Saturn
30 Full Moon
Mars at aphelion
Visible planets
Mercury will move from superior conjunction, behind
the Sun, into the evening skies toward the end of the
month.
Venus will start to become visible over the western ho-
rizon at sunset.
Mars will be high over the southwest horizon near the
Gemini Twins at sunset.
Jupiter will rise just ahead of the Sun this month and
will be too close to the Sun to be visible.
Saturn will rise at sunset and will be visible all night,
setting at around sunrise.
The cosine angle
FIGURE 1
Earth equator
H
y
p
o
t
e
n
u
s
e
Adjacent
Home
latitude
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Who Should Attend?
Eleueulary Jeachers o Scieuce
Scieuce Jeachers
Preservice Jeachers
Scieuce Coordiualors
Curriculuu Specialisls
^duiuislralors
Priucipals
College Melhods Proessors
College Scieuce Educalors
Policyuakers
And Why?
|ealured Speaker. Bill Nye lhe Scieuce
0uy, 0reg Marshall, iuveulor o
Nalioual 0eographic's Crillercau
research lool, aud slory leller/aulhor
ohu Mooy.
0evelop couleul kuowledge, uew
leachiug slralegies, besl praclices.
Preseulalious, workshops, aud
sessious iu your discipliue aud
grade baud
Coupeleuce ou relevaul issues-
lileracy, assessueul, iuquiry-aud uore
Nelworkiug wilh peers aud
olher proessiouals
Exhibiliou hall. Jop coupauies, lop
producls, lop giveaways
Professional
Development
Strands
Meeliug lhe uuique Needs o
urbau aud Rural Scieuce Learuers
Couuecliug Couleul. Belweeu,
wilhiu, aud ^uoug Subjecls
Closiug lhe 0igilal 0eueraliou 0ap
Belweeu Jeachers aud Sludeuls
Rekiudliug lhe |ires o Scieuce
Jeachiug aud Learuiug
C o n n e c t i n g
With
National Conference on Science Education
Visit www.nsta.org/philadelphia
or call 1-800-328-8998 for more information.
Philadelphia, PA
March 1821, 2010
Science Educators
Advance Your Career
NSTAs
National Conference on Science Education
Photo by Jim McWilliams
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Mar ch 2010 89
SCOPE ON THE SKIES
Bob Riddle (briddle@kcmsd.net) is the planetarium
director for the Kansas City, Missouri, school district.
Visit his astronomy website at www.currentsky.com.
Resources
Cassini Mission http://saturn.jpl.nasa.gov
Daylight Saving Time http://geography.about.com/cs/
daylightsavings/a/dst.htm
Eratosthenes biographywww-history.mcs.st-andrews.
ac.uk/Biographies/Eratosthenes.html
Noon Day projectwww.ciese.org/curriculum/noonday
Riddle, B. 2006. Location, location, location. Science
Scope 30 (5): 6062.
Space Weather Media Viewer http://sunearth.gsfc.
nasa.gov/spaceweather
Sun-Earth Day 2010http://sunearthday.nasa.
gov/2010
Sun Shadow Investigation Project http://sunship.cur-
rentsky.com
Questions for students
1. Why are the calculations for the Earths circumference
and diameter not the same as values shown in textbooks
or online resources? (The calculations students make are
based on the Earth as a perfect sphere, while the given or
standard values for the Earth are not.)
2. Explain why the speed is slower at Kansas City than at
the equator. (The Earth is a solid, so the rotation rate of 24
hours is constantthe same everywhere on the Earths sur-
face. The circumference decreases the farther one gets from
the equator, but the time period stays the same at 24 hours.
We are traveling at the same rate, 24 hours, but traveling a
shorter distance at that same rate.)
3. Using the information in this article, plus the following val-
ues, calculate how fast we are traveling around the Sun, as
well as around the center of the Milky Way galaxy. (Earths
orbital radius is approximately 93,000,000 miles; the diam-
eter of the Milky Way galaxy is approximately 100,000 light
years, and we are about 25,000 light years from the center).
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Using the instructions and
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Teachers on a limited budget
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Science Education
Leadership
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Grades KCollege
To achieve the goal of science
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education leaders must collaborate to help
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Middle and high school teachers
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Recognizing the trials of
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92 SCIENCE SCOPE
The Big Ideas
of Nanoscale
Science and
Engineering
by Shawn Y.
Stevens, LeeAnn
M. Sutherland,
Joseph S. Krajcik.
2009. 203pp.
$27.95. NSTA Press. Arlington, VA.
ISBN: 9781935155072.
For a science teacher trained in the
20th century, learning about 21st
century technology can be daunt-
ing. Yet it is our responsibility to
help our students become well-
informed citizens as well as scien-
tists. Big Ideas of Nanoscale Science
and Engineering was designed to
help teachers understand and ef-
fectively teach 21st century science.
Intended for educators in 712 sci-
ence, the books goal is to facilitate
understanding of the eld as well as
to help integrate the concepts into
existing curricula.
Beginning with basic denitions,
the authors explain how differently
materials behave at nanoscale and
how these novel properties are be-
ing used in 21st century technology.
Readers will learn how to use this
emerging technology to pique stu-
dents interest and motivate them to
learn about traditional science as well
as the newest technology.
The book is structured around nine
big ideas; the rst section describes
the big ideas in detail, discussing each
idea in depth. Concrete examples are
given with possible connections to tra-
ditional curricula. In the second sec-
tion, each idea is integrated into exist-
ing curricula. Prerequisite knowledge
and learning goals are identied, and
possible student misconceptions are
addressed. Its especially helpful in
The Big Ideas
of Nanoscale
Science and
Engineering
(page 92)
by Shawn Y. Ste-
vens, LeeAnn M.
Sutherland, Joseph
S. Krajcik
(Grades 712)
Assessing
Student
Understanding
in Science,
Second Edition
(page 93)
by Sandra K. Enger
and Robert E.
Yager
(Grades K12)
The
Exploratorium
Science
Snackbook
(page 94)
by Exploratorium
Teacher Institute
(Grades 512)
Mathematics
and Science for
a Change
(page 94)
by Iris R. Weiss and
Joan D. Pasley
(Grades K8)
Reducing the
Carbon Footprint
(page 94)
by Anne Rooney
(Grades 712)
Increasing the
Competitive
Edge in Math
and Science
(page 96)
by Janet Kettlewell
(Grades K12)
Reading and
Writing in
Science
(page 97)
by Maria C. Grant
and Douglas Fisher
(Grades 612)
Who on Earth is
Rachel Carson?
(page 101)
by Glenn Scherer
and Marty Fletcher
(Grades 58)
Who on Earth is
Aldo Leopold?
(page 103)
by Glenn Scherer
and Marty Fletcher
(Grades 58)
Highlights from www.nsta.org/recommends
Reviews in this issue:
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Mar ch 2010 93
relating the content of each big idea
to the National Science Education
Standards.
The nal section addresses the
challenges educators face in educat-
ing todays citizens about this unique
technology. The authors point out
the critical importance of educating
future decision-makers so they can
understand the relative merits of the
technology in light of potential nega-
tive effects on the environment and
individual health. They assert at the
very least, all citizens must be able to
read and understand science-based
articles in the popular press or on
the internet and to make sense of
politically charged rhetoric around
science-based issues. Although this
has always been one of the goals of
science education, one can see how
much more important it is for a new
and unique technology.
To teach about it ef fectively,
educators must themselves be well
informed. To that end, one of the
books goals is to educate educators.
A unique feature of this book is that it
explains how the big ideas were cho-
sen, who did the choosing, and the
grounds on which the choices were
made. The people involved include
scientists and engineers working in
the eld of nanotechnology, univer-
sity professors from many science
areas as well as science education,
and people involved in informal
education. However, I was intrigued
by the absence of teachers at the
712 level. Although I applaud the
expertise of the individuals involved,
I am puzzled by this omission and
wonder how their inclusion might
have affected the choices.
This book helps educators develop
their understanding of nanoscale sci-
ence and technology and can guide
them in incorporating the content
into existing curricula. It makes the
information available in a logical and
nonthreatening form through the
structure of big ideas. The big ideas
structure also makes it easier to apply
the ideas to existing lessons. In my
opinion, this book is not only timely
but an essential tool for effective sci-
ence education in the 21st century.
Elizabeth James
Assessing Student
Understanding in Science,
Second
Edition
by Sandra K.
Enger and Robert
E. Yager. 2009.
32pp. $18. Corwin
Press. Thousand
Oaks, CA. ISBN:
9781412969932.
This book is a treasure for anyone
interested in going beyond pen-
and-paper tests to measure student
learning. Its appropriate for both
novice and experienced educators.
Although it focuses on K12 assess-
ment strategies and is aligned with
National Science Education Assess-
ment Standards, this book would be
a terric reference for all educators
wanting to expand their repertoire
of assessment techniques.
This book addresses assessment
in the six science domains (concepts,
processes, applications, attitudes,
creativity, and the nature of sci-
ence) and claries the differences
among a wide variety of assessment
types, including authentic, embed-
ded, alternative, and performance
assessment. Assessment strategies
for a wide range of student activities
are provided, including portfolios,
video productions, lab activities, and
web pages. Many sample assessment
instruments are provided in each
domain and for grades K12; these
are easily copied or modied for a
specic application. (Permission is
given to reproduce assessment in-
struments for the local school or non-
prot organization that purchased
the book.) Guidelines are provided
for creating rubrics and using jour-
naling to improve teaching practice.
Good and bad examples are provided
to guide these processes.
The authors go far beyond stan-
dard pen-and-paper assessments;
indeed, their focus is on assessing
learning in a student-centered, con-
structivist classroom. This would be a
great text for a professional develop-
ment workshop on assessment. After
reading and discussing the chapters,
educators could devise assessment
tools that could undergo peer review
before classroom implementation.
The wide range of assessment strate-
gies presented are intended to serve
as seeds of creativity to develop
readers own student-centered as-
sessment strategies. Although the
book is full of ideas, the layout makes
it easy to access the information.
Organizational tables, a glossary, and
an extensive bibliography make this
a great resource for the classroom
as well as anyone developing assess-
ment tools for grants.
Margaret Franzen
To browse the more than
3,000 reviews in the NSTA
Recommends searchable
database, and purchase
these or other teaching
resources. . .Visit
www.nsta.org/recommends
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94 SCIENCE SCOPE
The
Exploratorium
Science
Snackbook
by Exploratorium
Teacher Institute.
2009. 309pp.
$29.95. Jossey-
Bass. San
Francisco. ISBN: 9780470481868.
What a resource! This book is a trea-
sury of great demonstrations and ac-
tivities that have been proven to be
both interesting and valuable. I found
the book well organized and interest-
ing; it represents brain candy for
both science students and teachers.
The snacks are arranged into sec-
tions that make them easy to nd for
particular concepts. Each activity is
organized as to what is needed, an
introduction, assembly, what to do
and notice, and the science concept
involved. There are so many activi-
ties that it would take more than half
the school year to do them all.
As a teacher, I like hands-on ac-
tivities that I can do with my classes
that do not cost a great deal. Thats
important in the current economic
climate in which there is limited
funding for education. I especially
liked the comments by teachers who
have used the snacks in the past and
provided valuable insights on how to
use them. I plan to use this book over
and over. I want to use some of the
suggestions given by other teachers
as I see that this can really increase
not only the understanding of science
but also students interest. This is
well worth purchasing.
Ralph Peterson
Mathematics and Science for
a Change
by Iris R. Weiss and Joan D. Pasley.
2009. 112pp. $17.50. Heinemann.
Portsmouth,
NH. ISBN: 978-
0325026183.
This book pro-
vides an overview
of research-based
strategies to de-
sign, implement,
and sustain pro-
fessional development for K12
teachers in the areas of mathematics
and science. The information draws
from the experiences of a number of
National Science Foundationfund-
ed Local Systemic Change (LSC)
projects over a 10-year period.
Insights are framed around a se-
ries of questions about reecting on,
assessing, and planning for quality
professional development: How do
we...? How important is it that...? What
is the benet of...? The books purpose
is to provide an overview of effective
professional development for K12
teachers in the areas of mathematics
and science. Its audience includes
those who facilitate professional de-
velopment and school leaders (state,
school district, and school levels)
who fund and establish professional
development programs.
The guides goal is to support
leaders who are tr ying to ef fect
change through mathematics and
science classrooms that is high
quality and engaging for all students.
The content has been divided into
four main sections: Establishing
Vision and Goals, Designing Ef-
fective Professional Development,
Preparing Professional Developers,
and Supporting Professional Devel-
opment Initiatives. The entire book
focuses on research-based practices
that were primarily identied in the
authors evaluation of large-scale pro-
fessional development programs.
Each chapter provides advice and
practical suggestions derived from
the lessons of LSC project leaders
and participants. Specic examples
illustrate useful approaches in de-
signing and implementing initiatives.
The evidence provided is strong and
persuasive for designing and imple-
menting research-based professional
development that can be successful in
changing mathematics and science
teaching. The book also has great
value as a guide to professional devel-
opers and those conducting research
about professional development
programs. For under $20, its a great
addition to any professional library.
David Pugalee
Reducing the Carbon
Footprint
by Anne Rooney.
2009. 48pp.
$34.25. Black
Rabbit Books.
Mankato,
MN. ISBN:
9781599203751.
This book examines how our mod-
ern lifestyles increase carbon emis-
sions and the challenges we face in
preserving our planet. The author
explains how these gases are cre-
ated, how they have increased ex-
ponentially, and the devastating ef-
fects on our environment in a way
that young readers will understand.
Beginning with the question
What is a carbon footprint? the au-
thor provides a brief overview of each
topic, followed by subtopics, striking
photographs, graphs, and maps. The
sidebars, Earth Data and Planet
Watch, provide additional informa-
tion with relevant facts and statistics
about the effects of carbon emissions
around the world. The carbon cycle,
which is vital to all life on Earth, is
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illustrated and described. A discus-
sion of how carbon emissions have
disturbed this cycle, causing climate
changemelting of glaciers and the
destruction of plant and animal life
illustrates the danger.
To avert a disaster, the author
suggests that we develop alterna-
tive technologies to reduce carbon
emi ssi ons, i ncl udi ng new and
cleaner energy sources. A change
in life styles and attitudes is needed
to solve this problem; incentives
could be used to encourage people
in more economically developed
countries to reduce their carbon
footprint. Although readers are
challenged to reduce their personal
carbon footprint, emphasis is placed
on the fact that this is a global cri-
sis. A timeline of key dates, maps,
a glossary, a list for further read-
ing, an index, and a web nder are
included. This book is an excellent
resource to introduce young read-
ers to this environmental crisis.
Jean Worsley
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96 SCIENCE SCOPE
Increasing the
Competitive
Edge in Math
and Science
by Janet
Kettlewell.
2009. 219pp.
$29.95. Rowman
and Littleeld.
Lanham, MD.
ISBN: 9781607090144.
Increasing the Competitive Edge in
Math and Science describes the
steps that would need to be taken in
order for the U.S. to regain its place
as a leader in science and math. The
book starts with a call to action that
elaborates on how educators can
begin the process of revamping sci-
ence and math education. The suc-
ceeding chapters describe specic
strategies that might be effective in
accomplishing this task.
This book is written for educators
at every level. It is meant to help
teachers and administrators take
the needed actions to bring math
and science education reform to the
forefront of our national debate on
education. The book provides educa-
tors with a series of actions that they
might take individually or along with
other professionals to strengthen
the teaching of science and math.
Each chapter provides examples and
thorough documentation in order
to show the validity of the specic
strategy being discussed.
These strategies and actions
range from increasing student in-
terest in science, to ideas on how
to improve teacher education, to
getting higher education involved
in education reform. The authors
use the current research to show
how each of the actions being dis-
cussed would make a dif ference.
One of the strengths of the book
is the comprehensive nature of the
material presented. Individuals who
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with new journal slipcases. By organizing
your issues by year, youll give your
bookshelves a professional look and be able
to find favorite journal issues with ease.
Each slipcase holds one years worth of
issues and is embossed with the name of the
publication and year. Slipcases are currently
available for years 2004 2009.
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wish to read further will nd the
extensive bibliography at the end of
the book to be extremely useful. The
strategies discussed would change
science and math education at every
level, providing the tools to allow
the U.S. to prepare its youth for the
coming century. Professionals look-
ing for a way to improve how science
and math is taught at the local level,
as well as in bigger communities,
will nd this book to be a useful tool
as it will help them to take action in a
meaningful way. This book provides
general strategies for raising the
national consciousness regarding
math and science education, with
the authors assuming that the au-
dience is familiar with the various
strategies presented.
Thomas Brown
Reading and
Writing in
Science
by Maria C.
Grant and
Douglas Fisher.
2010. 100pp.
$23.95. Corwin
Press. Thousand
Oaks, CA. ISBN: 9781412956147.
There is a growing awareness that
reading and writing need to be em-
phasized in all content areas. At the
upper levels this is a challenge, so
teachers at the middle and high
school levels will appreciate this
very practical guide to cutting-edge
language arts strategies for their
classrooms.
Feeling the usual pressures of
limited time and testing, teachers
may have been concentrating only
on content. Many students previous
reading/writing experience may
have been skewed towards creativ-
Try Ibls TOP5 DFA
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elecIrlclIy IesIer
.udupted rom flfCTRlClTY
32
by 1ClS Leurnng Systems
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Mar ch 2010 97
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98 SCIENCE SCOPE
ity and the transition to expository
content-based work is a challenge.
In this book, Grant and Douglas take
the basic language arts strategies
that inform the best practices for
elementary teachers and apply them
for use specically in upper-level sci-
ence classes. Thus, the classic KWL
(What you know, what you want to
know, what you learn), beloved of
the early grades, is detailed as a way
of introducing older learners to con-
tent. Not surprisingly, learning skills
are learning skills, no matter what
the age or setting, and so KWL can
be used whenever the function suits
the learning task. The same can be
said for many approaches.
Background is key to ef fective
expression in any content area, and
so the determination of knowledge
starts the process. There is advice
on identication of misconceptions
and anticipation guides to help
focus learning. There are practi-
cal suggestions for identifying
and preparing knowledge gaps.
Questioning strategies are spelled
out, along with the well-known
DR-TA scaf folding technique to
foster metacognition. Another, QAR
(Question- Answer- Relationship), is
particularly effective for the older
student, by focusing the reading on
each concept. This approach helps
students recognize aspects of their
own thought processes as they com-
plete the chart.
The next section, Integrating
Vocabulary, has similarly practical
suggestions, starting with the ever-
popular word wall and progressing
through vocabular y awareness
charts, semantic analysis, examples
vs. nonexamples, and concept map-
ping. Many of these will be rec-
ognized by teachers of gifted and
elementary students, but may not
have previously been part of science
majors experience or even of profes-
sional training.
Read-alouds, shared reading,
reciprocal readingagain, all of
these are used ef fectively in the
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Mar ch 2010 99
lower grades but may be seen in a
new light when applied at higher
levels. The examples in this book are
all for upper grades and show very
well how the strategies can be used
to good effect. Similarly, the writing
strategies apply excellently as the
students age and content knowledge
advance. There is even an excellent
rubric example for evaluating written
language, oral language, and content
knowledge all in one document.
As a source for staff development,
or simply as a way of improving ones
own science reading/writing instruc-
tion, Reading and Writing in Science
is a standout. It is practical, research
based, and classroom tested by
numerous upper level teachers, and
specifically referenced. Based on
well-known strategies for developing
thinking skills, it can help the teacher
who is struggling to bring good
reading and writing into the science
classroom, while not short changing
the teaching of content.
Ann Rubino
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Mar ch 2010 101
Who on Earth
is Rachel
Carson?
by Glenn
Scherer and
Marty Fletcher.
2009. 112pp.
$31.93. Enslow
Publishers.
Berkeley Heights, NJ. ISBN:
9781598451160.
The environmental movement may
not be what it is today without Ra-
chel Carsons ground-breaking
work for conservancy. This book
begins with a 2-page photo of her
backyard where she wrote a semi-
nal book, Silent Spring, allowing
young readers to see it through her
eyes. The reader can imagine being
surrounded by the trees and plants
and thinking that it would be tragic
if this habitat was lost. Fable of
Tomorrow may be Carsons most
famous short piece of writing; it
is an environmental parable about
a small town known for its natural
beauty until the ...deadly silence
that fell upon the landscape. The
author describes her early life, her
work as a writer and scientist, and
her struggles as a woman striving
to make a difference.
This book includes photographs
of Carson throughout her life, as
well as a page of information about
careers in the environment, a time-
line of her life and accomplishments,
and a glossary of important terms.
Rachel Carson wrote not only Silent
Spring but also many other books
and magazine articles. There is a list
of selected works for the reader and
a list of other authors and related
works about the environment in-
cluded. The two websites mentioned
are of the Rachel Carson homestead
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Mar ch 2010 103
and the Rachel Carson National
Wildlife Refuge.
Biographies for students about
Scientists Saving the Earth are
much needed to provide students
with information about how others
have been working hard, since be-
fore their time, to protect the Earth
these students will inherit. I would
use this book in my classroom for
upper elementary students and for
middle school students as well. I
would also suggest our library get
copies for other students to read.
The story of Rachel Carson is not
only about her legacy but is one
that of fers inspiration to students
to care about, and then act on behalf
of, the environment by becoming
stewards of the earth and carrying
on the legacy of conservation that
the mother of the environmental
movement helped to launch.
Marilyn Cook
Who on
Earth is Aldo
Leopold?
by Glenn
Scherer and
Marty Fletcher.
2009. 104pp.
$31.93. Enslow
Publishers.
Berkeley
Heights, NJ. ISBN: 9781598451153.
The son of a successful furniture
manufacturer, Aldo Leopold began
to see the disappearance of the
forests from the perspective of a
consumer. His father encouraged
him to protect the forests, and he
did. With the publication of A Sand
County Almanac, Leopold became
the father of the modern environ-
mental movement. With so few
biographies about ecologists, this
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104 SCIENCE SCOPE
www. ns t a . or g / conf erences
2011 National Conference on Science
Education
Deadline: April 15, 2010
San Francisco, CA
March 1013, 2011
Submit a session proposal for
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GetInvolved!
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Mar ch 2010 105
book could be used not only for sci-
ence but for social studies and ge-
ography as well.
Students will learn about land
ethic from Leopolds perspective
the idea that the Earth should be
valued in the same way we value our
human families. The author writes
that Leopolds greatest legacy may
have been that of a teacher. In his
work and writings he taught us to
think and understand that all pieces
of the environment relate to each
other and that they combine to
make something bigger and more
spectacular. The Earth should be
viewed as a whole, experienced all
at once.
The book has a glossary, several
websites for further study, and a
timeline of the ecologists life. There
are photos, thoughts on careers in
ecology, and suggestions of positive
actions that readers might take. A
rst step might be to simply go for
a walk and see your surroundings
as Leopold did. You and your stu-
dents should realize that some part
of nature had to suffer to provide a
building, a toy, an appliance, a book,
a pencil, paper, and even our com-
puters. We know that the planets
more than six billion people are
using natural resources faster than
they can be replaced. The author
ends the book with a note of hope
from Leopold: The important thing
is to strive.
Will our greatest legacy be that of
a teacher? Can we help children learn
to value the land and our planet?
We can strive to do so. This book
celebrates the life of a person who
did just that.
Marilyn Cook
Are you receiving Science
Class, the online companion
to Science Scope?
If not, sign up at
www.nsta.org/publications/
enewsletters.aspx
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visit www.nsta.org/membership or call 1.800.722.6782
Award winning journals, grade-specific and filled with teaching strategies.
National and regional conferences for the best face-to-face, hands-on learning
across the nationinstitutes, symposia, workshops, and presentations.
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Mar ch 2010 107
INDEX OF ADVERTISERS
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for Elementary and Middle School Teachers
These unique online graduate courses in the biological, physical and earth sciences
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Carol i na Bi ol ogi cal Supply Company, www.carol i na.com, 800-334-5551 Cover 4
CPO Sci ence, www.cposci ence.com, 800-932-5227 Cover 3
Davi s Instruments, www.davi snet.com, 800-678-3669 101
Del ta Educati on, www.del taeducati on.com, 800-258-1302 19
Educati onal Innovati ons, Inc., www.teachersource.com, 888-912-7474 21
Fl i nn Sci enti fi c Inc., www.fl i nnsci .com, 800-452-1261 21
Frey Sci enti fi c, www.freysci enti fi c.com, 800-225-3739 19
Gi rl s, Math & Sci ence Par tnershi p, www.gi rl smathsci ence.org 103
Its About Ti me, www.i ts-about-ti me.com, 888-698-8463 1011
Lab-Ai ds, www.l ab-ai ds.com, 800-381-8003 7
Mi ssi ssi ppi State Uni versi t y, www.di stance.msstate.edu/geosci ences 16
Mi ssi ssi ppi State Uni versi t y - AOCE MAIS, www.di stance.msstate.edu/mai s 89
NAAAS & Affi l i ates, www.naaas.org 101
NSTA Center for Sci ence Educati on, www.nsta.org/cse 76
NSTA Communi ti es, www.nsta.org/communi ti es 98
NSTA Conferences, www.nsta.org/conferences 88, 104
NSTA Learni ng Center, http://l earni ngcenter.nsta.org 100
NSTA Member Servi ces, www.nsta.org/membershi p, 800-722-6782 106
NSTA Press, http://store.nsta.org, 800-277-5300 9091
NSTA Sci ence Store, http://store.nsta.org 96
NSTA Sci ence Supply Gui de, http://nstasci encesupplygui de.com, 800-816-6710 102
NSTA Symposi a, http://l earni ngcenter.nsta.org/symposi a 20
Ohaus Corporati on, www.ohaus.com, 800-672-7722 9
Pasco Sci enti fi c, www.pasco.com, 800-772-8700 105
Pearson, www.pearsonschool .com, 800-848-9500 Cover 2
Pi tsco Inc., www.pi tsco.com, 800-835-0686 103
Sci ence Ki t &Boreal Laboratori es, www.sci enceki t.com, 800-828-7777 5
Swi ft Opti cal Instruments, Inc., www.swi ftopti cs.com, 877-967-9438 95
TOPS Learni ng Systems, www.topsci ence.org 97
UMass Amherst - Astronomy Dept., www.umass.edu/seo 107
Uni ted Soybean Board, www.getbi otechsmart.com 99
Verni er Soft ware & Technol ogy, www.verni er.com, 888-837-6437 17
Correction
In the ar ti cl e, No More Leaks,
that appeared i n the October
2009 i ssue, an error appeared i n
the procedure on page 18. The
procedure descri bes subtracti ng the
cups mass from the cup + sol uti on
+ polymer mass to determi ne the
amount of sol uti on absorbed, and
thi s i s whats graphed. The data
tabl e, however, i ncorrectly cal l s for
the subtracti on of the cup + polymer
from the fi nal mass of the cup +
sol uti on + polymer. Our thanks
to Steve Mrkvi cka of El m Mi ddl e
School i n El mwood Park, Il l i noi s for
poi nti ng out the error.
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MYSTERY PHOTO
108 SCIENCE SCOPE
Can you identify our Mystery Photo?
Februarys answer: Grand Prismatic
Spring, Yellowstone National Park
Last months image was
correctly identied by
Diana Millss sixth-grade
Earth science class at
Bay Point Middle School
in St. Petersburg, Flori-
da. Diana and her class
will receive a copy of Vi-
sual Thinking Puzzles by Michael A. DiSpezio. If you
would like to order your own copy, visit NSTAs Sci-
ence Store at http://store.nsta.org.
Grand Prismatic is the largest hot spring in
Yellowstone, and is considered to be the third largest
in the world. Grand Prismatic sits upon a wide,
spreading mound where water ows evenly on all
sides forming a series of small, stair-step terraces.
The Hayden Expedition in 1871 named this spring
because of its beautiful coloration. The colors begin
with a deep blue center followed by pale blue. Green
algae forms beyond the shallow edge. Outside the
scalloped rim a band of yellow fades into orange. Red
then marks the outer border.
How to submit a guess
In each issue of Science Scope, we will publish a science-
related image for your students to identify. When an
image is published, teachers can submit a guess on be-
half of their class through our website (www.nsta.org/
mysteryphoto), by e-mail (sciencescope@nsta.org, please
include Mystery Photo in the subject line), or by mail
(Science Scope, Mystery Photo, 1840 Wilson Boulevard,
Arlington, VA 22201). Those classes that correctly iden-
tify the Mystery Photo of the month will be eligible for a
drawing to receive a special gift.
Only one entry per class per contest will be accepted.
Please be sure to include the instructors name, subject
taught, the grade level, and name of the school along with
your guess. The names of the contest winners, as well
as the solution to the Mystery Photo, will be published
in the following issues column. For contest details, visit
www.nsta.org/MysteryPhoto.
Enter your picture in the
Mystery Photo contest!
If you would like to submit a picture to be considered as
a future Mystery Photo, you should send nonreturnable
prints (no negatives, please) or a digital image. For digi-
tal images submitted electronically (as an attachment
to an e-mail or on disk through the mail), the preferred
format is a high-resolution (800 by 1200 pixels) image
in JPG format. We can work with other le types (GIF,
TIFF, etc.), but they still need to be high resolution to
reproduce well in print.
Teachers as well as their students are welcome to
submit images to the Mystery Photo contest. Along with
the entry, please include the photographers name (as
you would like it to appear in the photo credit), address,
phone number, and e-mail address (if available). And
dont forget to identify your image and provide any
relevant background information about where it was
taken, what type of equipment was used, or any other
details that you think our readers would nd interesting.
You can e-mail your submissions to sciencescope@nsta.
org (please include Mystery Photo contest in the
subject line).
Can you identify this super-sized structure? Hint: Think small!
M
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A

Z
I
N
K
O
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A
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______________
___
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_________
CPO Sciences complete, coordinated Teaching and Learning Systems,
hands-on equipment and supplemental curriculum provide all the
essential components to immerse students in inquiry-based science.
Be sure to visit our booth (#1342) at the NSTA National Conference to
learn more about CPO Sciences innovative curriculum and equipment.
Visit our
booth
#1341
Foundations of
Physical Science
Physics A
First Course
Foundations
of Physics
Online www.cpoScience.SchoolSpecialty.com Phone 800-932-5227
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Learn more about STC/MS
or Carolina
Curriculums other science, math, and literacy programs.

Call 800.227.1150, ext. 5265, or visit www.carolinacurriculum.com.
Whats inside of you?
STC/MS

brings 21
st
-century skills to your classroom . . .
Leadership
Creativity
. . . and students love it!
Critical Thinking
Innovation
Collaboration
Problem Solving
Carolina Biological Supply Company
__________________________
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