Reflection: Learning Communities CAPSTONE: Hudson-Raritan Estuary Field Research Data Collection at the Bay Ridge EcoDock (3 of 3) - Section 6: DEBRIEF + CHANGING COURSE: Overcoming obstacles


For teachers interested in experiencing one of these projects firsthand and bringing new skills and knowledge back to the classroom, here as some excellent opportunities:

I have been lucky enough to participate in a few of these programs and I have learned about the others from my network of educators. Each is an opportunity to learn about field research, develop teaching skills, and reconnect with the process of learning about the natural world from the natural world.

RESOURCE NOTE: I have attached a portion of unpublished research paper I completed for a course from the Global Field Program with Project Dragonfly out of Miami University in Oxford Ohio. (This paper does not contain identifying information from my school.) This is the kind of rigorous analysis of teaching practice that these excellent professional development opportunities foster.

  Learning Communities: Educator learning
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CAPSTONE: Hudson-Raritan Estuary Field Research Data Collection at the Bay Ridge EcoDock (3 of 3)

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

Objective: Students will be able to 1) collect data from field research sites; 2) identify factors in the environment around the field research sites that would influence collected data; 3) assess the health and biodiversity of an oyster cage; and 4) articulate potential future directions for citizen science work in the Sunset Park neighborhood.

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?

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Science, Statistics, field work, Community Mapping, engineering design thinking
  270 minutes
graphic citizen science
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