Eco-Explorers: Cracking the Forest Health Code

9th Grade Project 4 weeks

Eco-Explorers: Cracking the Forest Health Code

Jovanna Robinson-Hidas

1-pager

Purpose

The purpose of this project is to engage 9th-grade students in an authentic, hands-on exploration of forest ecosystems to understand their health and sustainability. By investigating various indicators such as biodiversity, soil quality, water resources, and human impact, students will learn to assess the overall health of a forest ecosystem. This project aims to develop students' scientific inquiry skills, critical thinking, and ability to collaborate with community partners like colleges, the Department of Conservation and Recreation (DCR), and park rangers. Through this process, students will produce a lab paper and analysis that reflects their findings, fostering a deeper understanding of environmental science and its real-world applications.

Learning goals

In this project, students will learn to identify and analyze key indicators of forest ecosystem health, such as biodiversity, soil quality, water quality, and the presence of invasive species. They will develop skills in scientific observation, data collection, and analysis through hands-on fieldwork and collaboration with community partners like colleges, DCR, and park rangers. By the end of the project, students will be able to articulate the significance of these indicators in maintaining ecological balance and propose informed recommendations for ecosystem management. Students will also enhance their critical thinking and communication skills through the creation of a lab paper and lab analysis, reflecting on their findings and the implications for environmental conservation.

Standards

NGSS - HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
NGSS - HS-LS2-6: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
NGSS - HS-ESS3-3: Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity.

Products

In this project, students will work collaboratively to create a comprehensive report on the health of a local forest ecosystem. They will collect and analyze data on various indicators such as biodiversity, soil quality, water quality, and tree health. Students will engage with community partners, including colleges, the Department of Conservation and Recreation (DCR), and park rangers, to gain insights and validate their findings. The final product will include a detailed lab paper that presents their research, methods, and conclusions. Additionally, students will conduct a lab analysis to assess their understanding and application of scientific methodologies. This project will culminate in a presentation where students share their findings with peers and community stakeholders, highlighting the importance of monitoring forest health and proposing potential conservation strategies.

Launch

To kick off the project, organize a field trip to a local forested area where students can engage directly with the ecosystem they will be studying. During the visit, invite a park ranger or an environmental scientist from a nearby college to guide the students through the forest, highlighting various indicators of forest health, such as biodiversity, soil quality, and water clarity. This immersive experience will allow students to observe the ecosystem firsthand and ask questions, sparking curiosity and setting the stage for their upcoming investigations. Upon returning to the classroom, facilitate a discussion where students reflect on their observations and begin brainstorming potential indicators they might focus on in their project. This launch activity will help students connect with the real-world context of their project and understand the importance of monitoring forest health.

Exhibition

At the end of the project, students will host a "Forest Health Symposium" where they will present their findings on the health of a forest ecosystem to an audience that includes community partners such as local colleges, Department of Conservation and Recreation (DCR) representatives, and park rangers. Each student group will create a poster presentation and deliver a short talk summarizing their research, indicators used, and conclusions drawn about the forest's health. This event will also include a Q&A session, allowing students to engage with experts and receive feedback on their analysis. This exhibition not only celebrates student learning but also fosters connections with the community and emphasizes the real-world relevance of their work.

Plan

Week 1	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Introduction to Forest Ecosystems - Begin the week with a classroom session introducing the concepts of forest ecosystems, their importance, and the project's goals. Discuss the key indicators of forest health such as biodiversity, soil quality, and water resources.	Activity 2: Field Trip Preparation - Guide students in preparing for the field trip by reviewing safety protocols, equipment needed for data collection, and the objectives of the field trip.	Activity 3: Field Trip to Local Forest - Conduct the field trip to a local forested area. Students will engage with a park ranger or environmental scientist who will guide them in observing and identifying key indicators of forest health.	Activity 4: Post-Field Trip Reflection - Facilitate a classroom discussion where students reflect on their field trip observations and experiences. Encourage them to brainstorm potential indicators they might focus on in their project.	Activity 5: Research and Brainstorming - Have students conduct preliminary research on forest health indicators and start brainstorming ideas for their project focus. They can work in groups to identify specific areas of interest.
Deliverables	1. Deliverable 1: Student Field Notes - Students will submit detailed field notes from their observations during the field trip, highlighting key indicators of forest health they observed. 2. Deliverable 2: Brainstorming Document - Each student group will produce a document outlining their initial ideas for the project, including potential indicators to study and research questions.
Preparation	1. Teacher Preparation Task 1: Arrange the logistics for the field trip, including permissions, transportation, and coordinating with the park ranger or environmental scientist. 2. Teacher Preparation Task 2: Prepare a presentation on forest ecosystems and their health indicators to introduce the project to students. 3. Teacher Preparation Task 3: Organize materials and safety guidelines for the field trip, ensuring students are equipped with necessary data collection tools. 4. Teacher Preparation Task 4: Develop a reflection and discussion guide to facilitate post-field trip conversations in the classroom.

Week 2	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Data Collection Techniques Workshop - Conduct a workshop on scientific data collection techniques focusing on measuring biodiversity, soil quality, and water resources. This will include demonstrations and hands-on practice with data collection tools.	Activity 2: Research Methods and Hypothesis Development - Guide students in developing research methods and formulating hypotheses based on their chosen indicators from Week 1. Students will work in groups to refine their research questions and methods.	Activity 3: Fieldwork Planning - Students will plan a second field trip, deciding on specific locations within the forest for data collection and assigning roles within their groups for efficient data gathering.	Activity 4: Data Collection Simulation - In the classroom or school grounds, simulate data collection activities, allowing students to practice their techniques and refine their approaches before the actual fieldwork.	Activity 5: Peer Feedback Session - Facilitate a session where student groups present their research plans and receive feedback from classmates. This will help them refine their methods and ensure readiness for data collection.
Deliverables	1. Deliverable 1: Research Plan Document - Each student group will submit a detailed research plan including their research questions, hypotheses, methods for data collection, and a timeline for their project. 2. Deliverable 2: Simulation Data Logs - Students will submit logs from the data collection simulation, reflecting on the process and identifying any necessary adjustments to their methods.
Preparation	1. Teacher Preparation Task 1: Prepare materials and resources for the data collection techniques workshop, including tools and demonstration materials. 2. Teacher Preparation Task 2: Develop guidelines and a rubric for the research plan document to provide clear expectations for students. 3. Teacher Preparation Task 3: Coordinate with school administration to arrange access to areas for the data collection simulation. 4. Teacher Preparation Task 4: Create a feedback form for the peer feedback session to guide constructive critique and support students in refining their research plans.

Week 3	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Field Data Collection - Conduct the second field trip to the local forest. Students will execute their research plans, collecting data on biodiversity, soil quality, water resources, and other chosen indicators. Students should work collaboratively in their groups, ensuring accurate and thorough data collection.	Activity 2: Data Organization and Initial Analysis - Back in the classroom, students will organize their collected data and begin preliminary analyses. They will identify patterns and anomalies, preparing their data for deeper analysis in the following sessions.	Activity 3: Data Analysis Workshop - Conduct a workshop on data analysis techniques specific to environmental science, focusing on how to interpret data related to ecosystem health indicators. Provide guidance on using software tools or manual methods for analyzing their data.	Activity 4: Group Collaboration Session - Facilitate a session where student groups discuss their findings so far and refine their analysis. Encourage them to consider any additional data they may need and to plan next steps for deeper analysis.	Activity 5: Progress Check and Feedback - Host a progress check-in where groups present their current findings and receive feedback from peers and the teacher. This will help ensure they are on track and provide an opportunity to address any challenges they may be facing.
Deliverables	1. Deliverable 1: Field Data Collection Logs - Each group will submit detailed logs of their field data collection, including methods used, data recorded, and any observations made during the process. 2. Deliverable 2: Preliminary Data Analysis Report - Students will submit a preliminary report summarizing their initial findings, patterns observed, and any questions that have arisen from their data.
Preparation	1. Teacher Preparation Task 1: Coordinate logistics for the second field trip, ensuring all necessary permissions, transportation, and equipment are in place. 2. Teacher Preparation Task 2: Develop a guide for data organization and preliminary analysis to assist students in structuring their initial work effectively. 3. Teacher Preparation Task 3: Prepare materials and resources for the data analysis workshop, including examples and tools that students can use for their analyses. 4. Teacher Preparation Task 4: Create a feedback form and rubric for the progress check-in to ensure constructive feedback and to guide students in refining their analyses.

Week 4	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Advanced Data Analysis - Students will conduct an in-depth analysis of their collected data using statistical methods and software tools. They will refine their interpretations and draw conclusions about the health of the forest ecosystem based on their indicators.	Activity 2: Report Writing Workshop - Facilitate a workshop where students learn how to structure and write their comprehensive lab paper, detailing their research methods, findings, and conclusions. Provide guidance on scientific writing conventions.	Activity 3: Lab Paper Drafting - Students will work in their groups to draft their lab paper, incorporating feedback from previous workshops and peer reviews. They should focus on clarity, coherence, and scientific accuracy.	Activity 4: Presentation Preparation - Guide students in creating their poster presentations for the 'Forest Health Symposium.' They will design visuals and practice their oral presentations, focusing on key findings and recommendations.	Activity 5: Peer Review and Revision - Organize a peer review session where student groups exchange drafts of their lab papers and presentations. They will provide constructive feedback to help refine each other's work before final submission.
Deliverables	1. Deliverable 1: Final Lab Paper - Each group will submit a polished version of their lab paper, demonstrating their understanding of the forest ecosystem and the significance of their indicators. 2. Deliverable 2: Poster Presentation - Students will prepare and submit a final version of their poster presentation for the 'Forest Health Symposium,' highlighting their research and key findings.
Preparation	1. Teacher Preparation Task 1: Develop and provide resources for advanced data analysis, including access to software tools and statistical references. 2. Teacher Preparation Task 2: Prepare guidelines and a rubric for the lab paper to ensure students understand expectations for content, structure, and scientific rigor. 3. Teacher Preparation Task 3: Organize materials and templates for the poster presentations, offering examples and design tips. 4. Teacher Preparation Task 4: Coordinate logistics for the 'Forest Health Symposium,' including inviting community partners and arranging the presentation space. 5. Teacher Preparation Task 5: Create feedback forms for the peer review session to guide students in providing constructive and actionable critiques.