developing theory of practice
In the next unit on photosynthesis, I assigned students a second collaborative data research activity, similar to (though shorter than) the human population growth research project. In this second research activity, students learned about the concept of the "carbon footprint" and discovered ways through which they could decrease their carbon footprints. I implemented this activity as a way to close and summarize our photosynthesis unit. Similar to my goal for the "Is It a Food?" activity, I wanted students to make the connection between the scientific information presented in class (the complex processes involved in photosynthesis) and aspects of their everyday lives. Interestingly, on the day before I had planned for students to complete this activity, a student approached me and casually asked: “Ms. McCulloch – honestly – WHY do we need to know [all this about photosynthesis?]” This student's question strengthened my resolve to make biology approachable and relatable for students.
For the Carbon Footprint Activity, students used the University of California Berkeley's online CoolClimate Carbon Footprint Calculator to calculate the average carbon footprint for their zip code. Students worked in pairs to complete this activity; thus, they had to communicate and compromise about whose zip code they would use for the carbon footprint. After deciding on a zip code and recording thetons of CO2 per year for this zip code, students examined the bar graph at the bottom of the page. The bar graph provided a visualization of the source of most household CO2 emissions for that particular zip code; I asked students to record which sources provided the greatest CO2 emissions for households in their zip code. In my classes, I make it a point to draw student attention to tables and graphs. The ability to analyze, interpret, and discuss data presented in tables and graphs are key skills required of scientifically literate citizens (Bybee, 2012, p. 42). I then asked students to explain why some scientists care so much measuring carbon dioxide emissions; this question required students to recall our first quarter classes in which we discussed the carbon cycle, green house gases, and global warming. Finally, students read about many different pledges that they could make to reduce their carbon dioxide emissions. I challenged each pair of students to discuss and agree upon enough pledges they could actually do to reduce their carbon dioxide emissions by 5 tons per year. For one of the options, students had to calculate the money it would take to buy enough carbon offsets or plant enough trees to offset their carbon dioxide emissions. By the end of the activity, almost every pair of students in my classes had fulfilled the challenge! Reflecting back upon this activity, I wish that I had posted each of the classes pledges on large sheets of easel paper so that students could keep track of their daily progress towards their pledges; as with creating the Wordles described during the cells discussion and the large graph on the wall with the human population growth project, I believe that providing students the opportunity to visualize their work enhances student learning.
For the Carbon Footprint Activity, students used the University of California Berkeley's online CoolClimate Carbon Footprint Calculator to calculate the average carbon footprint for their zip code. Students worked in pairs to complete this activity; thus, they had to communicate and compromise about whose zip code they would use for the carbon footprint. After deciding on a zip code and recording thetons of CO2 per year for this zip code, students examined the bar graph at the bottom of the page. The bar graph provided a visualization of the source of most household CO2 emissions for that particular zip code; I asked students to record which sources provided the greatest CO2 emissions for households in their zip code. In my classes, I make it a point to draw student attention to tables and graphs. The ability to analyze, interpret, and discuss data presented in tables and graphs are key skills required of scientifically literate citizens (Bybee, 2012, p. 42). I then asked students to explain why some scientists care so much measuring carbon dioxide emissions; this question required students to recall our first quarter classes in which we discussed the carbon cycle, green house gases, and global warming. Finally, students read about many different pledges that they could make to reduce their carbon dioxide emissions. I challenged each pair of students to discuss and agree upon enough pledges they could actually do to reduce their carbon dioxide emissions by 5 tons per year. For one of the options, students had to calculate the money it would take to buy enough carbon offsets or plant enough trees to offset their carbon dioxide emissions. By the end of the activity, almost every pair of students in my classes had fulfilled the challenge! Reflecting back upon this activity, I wish that I had posted each of the classes pledges on large sheets of easel paper so that students could keep track of their daily progress towards their pledges; as with creating the Wordles described during the cells discussion and the large graph on the wall with the human population growth project, I believe that providing students the opportunity to visualize their work enhances student learning.
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