Research Phase ~ Local
Time: (Intermittent over 2-3 month period)
MILESTONES
~ Submit Research Proposal to WT Teaching Assistant
~ Submit Research Report to WT Teaching Assistant
Objectives:
* Decide on research project[s]
* Write and submit research proposal to WT Teaching Assistant
* Design research project
* Research school's sustainability practices
* Write and submit a research report to WT Teaching Assistant
During the Research Phase of Wild Treasures, your class will use one or more of the 5 concepts introduced during the Challenge Trail to design and carry out original research about your school’s sustainable practices. Past Wild Treasures' classes have measured their school’s waste production, surveyed their school’s interest in an organic lunch program, and analyzed their school’s energy consumption patterns, to name a few examples. Your immediate goal is to develop new knowledge about your school's sustainable practices.
Research Proposal
You are encouraged to submit a research proposal to your WT Teaching Assistant within 15 school days of your visit to the Challenge Trail. The research proposal should describe in 1500 words or less your specific plan to answer one of more questions about your school's sustainable practices. Be sure to use the 5 big ideas you were introduced to along the Challenge Trail when describing what you want to research and how. Be very specific.
You have 60 school days after completing the Challenge Trail to submit a comprehensive research report about your class' collective research into your school's sustainable practices. To help imagine the research possibilities, consider checking out these concept cards which are associated with each of the primary Challenge Trail stations.
Read "Facilitation Suggestions - Research Phase" a rubric for evaluating a research report, and a brief section called "So what?" highlighting the significance of the 5 big ideas about sustainability, related to each of the 5 primary concepts.
For a more comprehensive review of each concept presented along the Challenge Trail, click on the concept:
Garbage Exponential Growth Cycling Feedback Loops Entropy
You can also find sample research reports, and other Research phase support materials. You are welcome to use and adapt any of these resources.
There are many ways your school may be choosing products and activities that contribute to compromising the quality of life for future generations. This section will help your students identify and choose to carry out research projects into how your school:
(1) Contributes to the exponential increase in human population, garbage, and the consumption of finite resources,
(2) Participates in processes that interfere with the cycling of material,
(3) Contributes to feedback loops that increase the consumption of finite resources, the production of garbage, and population growth, and
(4) Contributes to the exponential increase in entropy.
Procedure
During the Research phase, students should work in groups of 2-3 maximum. Here are some ideas on how to proceed.
1. Explain to students that they are beginning the Research phase of this curriculum. Their goal is to figure out what kinds of research they want to design and carry out regarding their school’s sustainable practices. Remind them that they will turn their research into a proposal for real action that they will present to their school board.
2. Review the text below. It highlights the “So What” component of each of the concepts introduced along your Challenge Trail. It also offers school-based research ideas associated with each concept. Divide the different concepts among your class and give each student a copy of the corresponding text.
So What: Garbage So What: Exponential Growth So What: Cycling So What: Feedback Loops So What: Entropy
3. Have students brainstorm other possible research ideas that are of interest.
4. Help your students decide on which research ideas are feasible and compelling. Depending on your own teaching style, comfort and other teaching goals, decide whether you will facilitate one or more different research projects.
5. As your students are carrying out their research, introduce to them the “Criteria for Writing an Excellent Research Report.” Review the criteria and support them in following it as they turn their research experience into a written document.
6. Determine with your students how they will collaboratively approach the writing of the research report. Identify everyone’s specific roles, responsibilities and deadlines.
Criteria for Writing an Excellent Research Report
MILESTONES
~ Submit Research Proposal to WT Teaching Assistant
~ Submit Research Report to WT Teaching Assistant
Objectives:
* Decide on research project[s]
* Write and submit research proposal to WT Teaching Assistant
* Design research project
* Research school's sustainability practices
* Write and submit a research report to WT Teaching Assistant
During the Research Phase of Wild Treasures, your class will use one or more of the 5 concepts introduced during the Challenge Trail to design and carry out original research about your school’s sustainable practices. Past Wild Treasures' classes have measured their school’s waste production, surveyed their school’s interest in an organic lunch program, and analyzed their school’s energy consumption patterns, to name a few examples. Your immediate goal is to develop new knowledge about your school's sustainable practices.
Research Proposal
You are encouraged to submit a research proposal to your WT Teaching Assistant within 15 school days of your visit to the Challenge Trail. The research proposal should describe in 1500 words or less your specific plan to answer one of more questions about your school's sustainable practices. Be sure to use the 5 big ideas you were introduced to along the Challenge Trail when describing what you want to research and how. Be very specific.
You have 60 school days after completing the Challenge Trail to submit a comprehensive research report about your class' collective research into your school's sustainable practices. To help imagine the research possibilities, consider checking out these concept cards which are associated with each of the primary Challenge Trail stations.
Read "Facilitation Suggestions - Research Phase" a rubric for evaluating a research report, and a brief section called "So what?" highlighting the significance of the 5 big ideas about sustainability, related to each of the 5 primary concepts.
For a more comprehensive review of each concept presented along the Challenge Trail, click on the concept:
Garbage Exponential Growth Cycling Feedback Loops Entropy
You can also find sample research reports, and other Research phase support materials. You are welcome to use and adapt any of these resources.
There are many ways your school may be choosing products and activities that contribute to compromising the quality of life for future generations. This section will help your students identify and choose to carry out research projects into how your school:
(1) Contributes to the exponential increase in human population, garbage, and the consumption of finite resources,
(2) Participates in processes that interfere with the cycling of material,
(3) Contributes to feedback loops that increase the consumption of finite resources, the production of garbage, and population growth, and
(4) Contributes to the exponential increase in entropy.
Procedure
During the Research phase, students should work in groups of 2-3 maximum. Here are some ideas on how to proceed.
1. Explain to students that they are beginning the Research phase of this curriculum. Their goal is to figure out what kinds of research they want to design and carry out regarding their school’s sustainable practices. Remind them that they will turn their research into a proposal for real action that they will present to their school board.
2. Review the text below. It highlights the “So What” component of each of the concepts introduced along your Challenge Trail. It also offers school-based research ideas associated with each concept. Divide the different concepts among your class and give each student a copy of the corresponding text.
So What: Garbage So What: Exponential Growth So What: Cycling So What: Feedback Loops So What: Entropy
3. Have students brainstorm other possible research ideas that are of interest.
4. Help your students decide on which research ideas are feasible and compelling. Depending on your own teaching style, comfort and other teaching goals, decide whether you will facilitate one or more different research projects.
5. As your students are carrying out their research, introduce to them the “Criteria for Writing an Excellent Research Report.” Review the criteria and support them in following it as they turn their research experience into a written document.
6. Determine with your students how they will collaboratively approach the writing of the research report. Identify everyone’s specific roles, responsibilities and deadlines.
Criteria for Writing an Excellent Research Report