Creating a Scientific Community Using Local Ecological Awareness (With input from Tom Brady and Sally Blake) El Dorado High School Science Research High School grades 7-9

Maria Luisa Bonilla  11421 Lake Tanambonil@sisd,net 
Leslie Gardner 12127 Sal Rasura  lgardn@sisd.net
        

In November 2002, with President Bush’s signing of the Education Sciences
Reform Act, the U.S. Department of Education’s Office of Educational
Research and Improvement, or OERI, was dissolved. Out of the reorganization arose two new offices within the department, the Institute of Education Sciences and the Office of Innovation and Improvement, signaling the Bush administration’s commitment to both scientifically based research and continuous innovation within education.

According to Rep. John Boehner, the No Child Left Behind Law doesn't lack funding. The education establishment lacks faith in our children. As we approach the second anniversary of No Child Left Behind, we should remind ourselves of the reasons this historic law was adopted. It's about changing attitudes. It's about recognizing that every child – regardless of race, income or disability -- can learn and deserves the chance to do so. The education establishment has never subscribed to this simple notion, a dirty little secret hidden from parents, taxpayers and teachers as trillions have been pumped into public education. For decades, states have masked the fact that while overall student achievement has improved, certain children, almost all from disadvantaged backgrounds, have fallen further behind. These children are shuffled through the system, never getting the education they deserve. Instead of subsidizing this quiet bigotry, No Child Left Behind outlaws it. No Child Left Behind says plainly: If you accept federal education funds, you must demonstrate progress in eliminating these achievement gaps. According to Boehner, some in the education establishment still haven't gotten the message. They're taking the money but complaining more loudly than ever.
http://www.stltoday.com/stltoday/news/stories.nsf/News/Editorial+%2F+Commentary/4FE

Rationale
The Chihuahuan Desert is the largest desert in North America. EL Paso, Texas is located in the Chihuahan Desert. El Paso is a city of 700,000 people in far west Texas, on the Texas/Mexico border along the Rio Grande. Across the border from the Mexican city of Juarez, with a population of over 1.5 million, El Paso/Juarez is one of the largest border metroplexes in the world. The El Paso community is low income—the eighth poorest congressional district in the country, with its student population of 160,000 and over 70% eligible for free and reduced cost lunch.
The Rio Grande is the lifeline for people who live and work along its 1,185 miles. The placid river, however, belies the struggle for survival that will be a losing battle for some. El Paso, Texas, and Ciudad Juarez, Mexico, are growing, and there isn't enough water to go around. Population growth in this Southwest area is expected to outpace the available water supply before 2025 despite conservation and reclamation projects. Ciudad Juarez will be the first to be hit with water shortages, said Ed Archuleta, general manager for the El Paso Water Utility. Juarez relies on a groundwater aquifer that El Paso also uses for 40 percent of its water. The Hueco Bolson will dry up in about 30 years. Other sources of water include the Mesilla Bolson, which stretches from Las Cruces to El Paso, and surface water from the Rio Grande.
Xeriscape is one element that needs to be taught to local students to prepare for the environmental future of El Paso and other similar communities. Xeriscape uses the local environment to it’s best advantage ecologically.

Evaluation Matrix for Creating a Scientific Community Using Local Ecological Awareness

Interviews with a sample of students enrolled in El Dorado High School indicated a high level of interest in local community environmental problems. As a result of these student interviews the teachers met with university faculty to plan a collaborative project that utilizes the local environment creating a community of science learners. The evaluation will start in June 2004 (funding pending). The following chart indicates the goals, outcomes, deliverables, indicators and methods proposed for use in the project evaluation.

Outcomes matrix of the Creating a Scientific Community Using Local Ecological Awareness program effectiveness

Project Objectives	Output/ Outcome	Evaluation Deliverable	Indicators	Method/ Measure
To identify and categorize learning contexts of students awareness of Environmental Concerns in their Community	Student understanding of Environmental Science concepts   Knowledge of and skills in Science	Pre and post content test   Student designed Web Page	# of students successful on post tests   # of students able to communicate “big ideas” in interviews	Adaptation of pilot instruction   Analysis of Pre and Post exams   Assessment interviews
To develop a model for teaching a balanced  conceptual and procedural curriculum related to Community Based Science educational practice.	Design of courses to meet the needs of local community	Program structure designed to meet the needs of minority and lower socioeconomic students in biology based on community environment	# of students successful in the pilot and future courses	Comparison of project activities with “Best Practices” of community biology learning

In this fully integrated science project, students will discover the interdependence of all the facets in their very own Chihuahuan Desert ecosystem.  Students will design and construct a xeriscaped area representative of the local ecosystem through research and collaboration with the community, local scientists and Texas Parks and Wildlife biologists.  There are at least four local wildlife sites in our area that are very accessible and would be excellent resources for the students to gain real world experience for the design and construction of the xeriscaped study area within the school.

This xeriscaped area within the school will serve as an outdoor classroom in which students will develop scientific inquiry and critical thinking skills.  Students will study ecological concepts such as plants, animals, aquatic life, desert soil microbiology, adaptations, life cycles, water cycle, and nutrient cycles.  Students will be using field guides, water chemistry kits, microscopes, lab/field notebooks, and other tools for collecting ecological data.

The main goal of this project is to create a scientific community using local ecological awareness through high-interest, student directed research on ecological and human perspectives on water in the desert.  Our plan is to hold periodic science nights where students will have the opportunity to share their findings with the community and intermingle with a special guest scientist.  These activities will create a pathway to scientific interest outside the classroom and start a network of mentorship in which our students take their newfound skills and knowledge and share their enthusiasm with middle and elementary students. 

Students will also be responsible of communicating their findings to the community using both a community newsletter and a website.

Budget

Item	Justification	Amount    Total
Professional Development	The local museum has worked with NASA to develop a course addressing the environmental issues of the local community.  Teachers involved in this project want to enroll in this course.	$100.00    $100.00
Materials and Supplies	Plants, field testing materials, microscopes, binoculars, tools for collecting and analyzing materials, journals for data collection, and software for Web development will be needed to develop and implement this project.	$1900.00  $1900.00
Field Trip Expenses	Local sites will be used to study and collect data indicative of the local community. Three field trips are anticipated for initial data collection. Vehicle rental and gas mileage will be needed for local transportation for students and involved teachers.	$1000.00  $1000.00    TOTAL $3000.00

Potential Impact

The city of El Paso is poor, under educated, and in the mist of a serious environmental issue.  The El Paso area not only faces challenges environmentally, but educationally as well.  This project will introduce some environmental issues to the students as well as the community and spark an interest in science education early in their academic career.  This project will also give the students the opportunity to experience real science in their own backyard. The impact of this project could alter the future of El Paso by educating the community on real science issues that we face as a community.  The purpose of this project is to provide a strong foundation for science education and let the students know that they can play a part in science and can make a difference.  Through this project we have an opportunity to turn these kids onto science at an early age and lead them towards higher education goals.  At the same time we can show how important it is for everyone in our community to take the time to learn about the issues we face and understand how they can be a part of the solution.  The students will ultimately be the source of information through research and hands-on real world science.  The El Paso region will become the classroom that the students will use to educate those around them.