STREEM

Grading Period: 4/23-6/1

Purpose Statement:

Science, Technology and Environment are of monumental importance for our future existence on this planet.  We live in a unique environment here in Northeastern Florida, which is currently being threatened through habitat destruction, depletion of our natural resources and over-building.  “Environmental education is a process aimed at developing a population that is aware of and concerned about the total environment and its associated problems, and which has the knowledge, attitudes, skills, motivation, and commitment to work individually and collectively towards solutions of current problems and the prevention of new ones.” (UNESCO).  Our county needs a full-time educational program to intensify environmental concepts.  Environmental problems are everyone’s problems!

Philosophical Position:
We believe that a stable and intact natural environment improves our quality of life.  We believe that environmental education is a necessary component towards maintaining and preserving our natural environment for all students and that direct experience in the natural habitat is the best avenue to learning.

Supporting Documentation:
None will dispute the importance of the natural environment in our lives.  Local, State and Federal programs and laws have been instituted to preserve and sustain our environment. Sustainable Use of Land Programs, State Biodiversity Programs, Water Pollution Prevention Programs, Wetlands Programs and Green Building Programs are only a few of the many environmental programs developed.  Groups such as Green Peace, HAWKE, TREES, etc. all consist of people dedicated to the preservation of the natural environment.  The success of the St. Johns County Marine Science Program, which has been in operation for 17 years for grades 7th thru 9th, has been exemplary.  The program has instructed 300-350 students each summer in the appreciation and enjoyment of the local environmental habitats.  The GREENS program at Gamble Rogers Middle School has provided environmental educational instruction “in the field” for five years now as an outreach program for 7th and 8th graders.  The “hands on” direct experiential learning programs have had great success in the motivation of the students involved.  Activities such as canoeing, kayaking, wind surfing, surfing, bike riding, fishing, boating, wake-boarding, snorkeling and swimming have all provided enjoyment as well as first-hand learning for the students.

Critical Elements:
There are three programmatic areas to be developed.  These are science, technology and environment. Each of these areas will stress five main objectives.  These are awareness, knowledge, attitudes, skills and participation.

Program Objectives:
The objectives in Science education will be to provide students with an awareness of biological systems as well as the biotic and abiotic factors affecting an ecosystem.  Students will add to their basic understanding of flora and fauna natural to their environment and use scientific method for problem solving of environmental issues.  Students will develop an attitude of valuing the environment and the living organisms found there.  Students will develop skills in measuring, analysis, prediction and interpretation of data.  Students will participate in activities, which will challenge them as well as help them understand the natural physical laws that determine their interaction with the world.

The objectives in Technology education will be to make students aware of the instruments used by field researchers when gathering and analyzing data.  Computers, GPS tracking instruments, microscopes, laboratory apparatus and chemicals will be introduced.  The knowledge and skills to service this equipment will be taught as well as the collection and the interpretation of gathered data using these instruments.  Students will acquire an attitude of responsibility and cooperation within the groups and care for the equipment and respect others.  Their participation in the use of technology will give them the knowledge and skill necessary to conduct sophisticated experiments in the field and in the laboratory.

The Environmental Education objectives will be to help students acquire an awareness and sensitivity to the environment and its problems.  They will develop a basic understanding of how the environment functions, how people impact the environment and how environmental issues can be resolved.  Students will acquire and develop a sense of values and feelings of concern towards their environment.  They will participate in environmental maintenance and improvement.  Students will develop the skills needed to identify and investigate environmental problems and contribute to the solving of these problems.

Observable Standards:
Students that participate in this curriculum will be seen actively engaged in the process of learning.  The program will integrate areas of Science, Technology and Environmental studies in “hands on” activities in the field and in the laboratory.  After completing this program students will be able to demonstrate the following:

Awareness and Knowledge

• Classify the local flora and fauna
• Describe the pertinent environmental issues that face the community
• List the factors in an ecosystem which impact the populations existing there
• Explain the different existing ecosystems in the area and their importance
• Develop a plan to improve and protect local ecosystems
• Draw and map out the surrounding habitats
• Give examples of existing groups and programs that protect the environment
• Correctly use equipment in the field and the laboratory
• Discuss the pros and cons of environmental issues within a community

Skills

• Predict the impact that local land usage will have on the ecosystems
• Compare and contrast the different development plans of the community
• Design a brochure, which educates the community on its locate habitats
• Graph the changes in the ecosystems over a period of time
• Write a letter to a local political representative to support the environment
• Analyze the data produced in scientific investigations
• Work in cooperative groups to collect, analyze and interpret data
• Evaluate the effect of beach erosion on the local shoreline

Participation

• Organize and implement a beach clean up
• Design a community educational program for Ecotours
• Plant sea oats in specific areas to stabilize dunes
• Write articles to increase community awareness of local ecosystems
• Visit local environmental lab sites

Attitudes

• Explain what can be done to protect sea turtles
• Write a new law protecting local habitats
• Describe the different viewpoints concerning the environment
• Discuss why people abuse the environment
• Suggest ways to educate the community in environmental awareness

Facility Needs:
Physical resources must include an area containing lab equipment and classroom settings as well as storage area for all field equipment.  The labs must be well stocked with typical Biology/Chemistry equipment and contain space for 20-25 students to perform laboratory exercises.  Ideally, the facility would be located on the grounds of a State or National Park, or appropriate environmental site.

Equipment/ Communication needs:
Equipment needs for this program are wide-ranging.  Lab equipment should include all of the following:  Microscopes (both dissection & compound), Chemicals and glassware to conduct the necessary experiments, assorted fish tanks and terrariums for the collection of specimens, hand-held GPS instruments, television, video/DVD-player, specimen jars and cages, dissections instruments.  Supplementary equipment for the program can include bikes, canoes, kayaks, motor boat (Carolina Skiff), snorkel equipment, fishing poles, casting nets, life jackets, water survey kits, soil survey kits, trailers, vehicle to transport equipment back and forth from storage site.  This equipment could possibly be shared with the other county environmental programs or purchased separately.  Additional equipment can be leased or purchased as needed.  Communication needs include a cell phone and walkie-talkies for the students.

Material/ Transportation needs:
Transportation for the students to the POD site will be provided by the county school busing system or alternative carrier.

Area of needs to be assessed during design:
There are several areas that need to be addressed for the STREEM Program.  The first of these is risk management.  All of the activities conducted outside of the classroom in the natural habitat are potentially dangerous to the safety of the students.  The risk will have to be acceptable to the participating insurance company as well as the parents, students and faculty.

A second critical area includes the equipment necessary for the program.  Some of the equipment may be utilized from existing programs, but most will need to be purchased through start-up funds and/or through a grant.  Finally, the faculty will need special safety training.

Time-line for implementation:
This program should begin in the 2006/2007 school year.  This will give sufficient time to allow the following developmental steps:  Select a program director and coordinator, Submit the proposal to the School Board for acceptance or modification, develop a curriculum plan, identify staff, develop a budget, select students, plan activities such as field trips and speakers, secure the equipment and prepare the facilities, write grants and secure district and private funding.

Budget:
The budget must include several categories as well as additional funds for unforeseen expenses and future expansion of the program.  The following categories should be included:

Staff
Staff Development
Equipment
Consumables (equipment, gas, etc.)
Awards
Transportation
Planning
Books

Evaluation/Validation checkpoints:
Evaluation of the students in the program and the programs effectiveness is necessary on a continual basis.  Student evaluation will be checked in all three areas, Science, Technology and Environmental Education through the following criteria:

Knowledge:
A written test will be administered when beginning and upon completion of the program.  The test will be in short answer and essay format and check for understanding in scientific method, data interpretation, data presentation and general science/environmental terminology and concept understanding.

Skills:

• Abilities in the use and application of field equipment will be demonstrated.
• Students will prepare documents, graphs and charts and spread sheets electronically
• Students will work in groups to initiate and complete projects

Attitudes:
Students will complete a survey geared to determine the perceived effectiveness of the program.  Students will write an essay discussing environmental problems and possible solutions

Parents will also be asked to evaluate the program by completing a survey to assess the motivation and enthusiasm of their children for the program.

The program will be assessed on a quarterly basis by the participating teachers and the school and district administrators to examine difficulties, modifications and future expansion of the program.

Task / Responsibility chart:
The following people are necessary to develop, maintain, and operate this program:

Program Director and Coordinator
This person will be responsible for the organization of the program and help provide the needed coordination with the district administration and the parents of the students involved.  Initially, this person should be a coordinator/teacher, but upon initiation of the program the participating teachers can assume these responsibilities.

Staff
The staff will be deeply involved in the planning of the program as well as the selection of the curriculum.  They will need to be trained in all areas of the program, including CPR, Life-saving and First-Aid.  The staff will run the program, supervise the students, assess student performance and report to the school-based Board of Directors on a quarterly basis.

Dissemination Plan:
The program will begin at the start of the 2006 school year.  The participating students will receive their schedules on the first day and proceed to their first day of the program.  They will have already been instructed to wear the appropriate clothing and footwork.  After initial instruction, they will proceed with their instructors into the field to begin their lessons.  Instruction will end at the regular end of the school day and students will return home as all other students.  Maintenance and cleaning of the equipment will be during the normal school day and will be done primarily by the participating students.  The program instructional staff will perform according to a prearranged and approved curriculum and provide a safe, educational and enjoyable experience for the students.