Reflection: Advanced Students CAPSTONE: Hudson-Raritan Estuary Field Research Place-Based Empathy (1 of 3) - Section 5: EXPLAIN + ELABORATE: Why gather scientific data? Why study the Hudson?


This lesson uses video as the primary mode of information presentation. The majority of my students enjoy video presentations and are able to extract important information from them. These same students often struggle with long reading passage because of underdeveloped literacy skills or because of difficulty focusing. While reading and writing skills development is an essential component of a high school education, the use of videos is often superior, especially in STEM courses where visualizations-of data, of places, of processes-are better at conveying essential information than writing.

However, videos tend to lack nuance and extended analysis. They are wonderful for the big picture, but are less effective at supporting slower, contemplative thought. For this activity, students explore an important question. Why does citizen matter? All students were able to develop a proficient response. Citizen science matters because it a way to collect information about the world that can be used to rehabilitate environments. Some students preferred this New York Times article about the experience of citizen scienc as an alternate mode of accessing this information. The scope is broader and the ideas are more richly articulated. Teachers should make this resource, or other like it, available to any students that want a deeper exploration of the purpose of citizen science.

Another resource that could be used to meet the needs of more advanced students is the USGS Hudson River Basin website. In addition to the question about the purpose of citizen science work, students could research features of the basin to develop an explanation for why citizen science work should be done at multiple sites along the river.

  More complex resources
  Advanced Students: More complex resources
Loading resource...

CAPSTONE: Hudson-Raritan Estuary Field Research Place-Based Empathy (1 of 3)

Unit 2: Citizen science, Student design
Lesson 11 of 13

Objective: Students will be able to 1) describe an estuary; 2) explain how multiple data collection points allow us to develop a fuller empathy for place; and 3) connect environmental science data collection with problem definition.

Big Idea: Citizen science projects along the Hudson river contribute to a fuller understanding of the health the estuary system. How does data collection help scientists and designers in develop a more complete picture of the needs of the Hudson-Raritan Estuary?

  Print Lesson
1 teacher likes this lesson
Science, Statistics, field work, Community Mapping, engineering design thinking
  55 minutes
graphic citizen science
Something went wrong. See details for more info
Nothing to upload