Project:
From pH to Parkland: Analysis of and Recommendations for the Little Mystic Canal Area

Kira Jewett
kirash@usa.net

Kira Jewett is thrilled to be teaching environmental science at Charlestown High School, integrating field work, service learning and environmental labs and writing. Ms. Jewett became a teacher in the Boston Public Schools in 2000, after completing the MINT (Massachusetts Institute for New Teachers) program. Other teaching experience includes two years teaching seventh grade in Connecticut, several teaching assistantships at the University of Montana, and private fiddle lessons (her other passion is Irish fiddling). Kira's education includes a bachelor's in Geology and Geophysics from Yale and a master's in environmental studies from the University of Montana, where she won several awards for her academic achievements.

Project Information

School:

Charlestown High School

Pathway:

Environmental Science

Course:

Environmental Science

Grades:

Grade 11

Authenticity

Key Questions:

How healthy is the field site around the Little Mystic Canal (behind our school), and what recommendations could we make to organizations that want to improve it?

Overview:

This project is part of a year-long partnership with Urban Ecology Institute (http://www.urbaneco.org), which provides teacher training, equipment, chaperones and other support for teachers to conduct authentic water quality and bird biodiversity studies. Students conduct bird surveys and test/analyze water quality at the Little Mystic Canal site - 15 site visits are expected from September through May. The class partners with the Charlestown Waterfront Coalition (CWC), a citizen group interested in sustainable development along Charlestown's waterfront. Ivey St John, a member of the New England Aquarium staff and class "liaison" to the CWC, visits the classroom and explains the existing proposal to transfer land management of the area to Boston Parks Association. Collected data could be very helpful in determining how best to improve the area and make it safe for swimming. Therefore, our data is analyzed with this audience in mind and results are presented to the CWC. Analysis includes water quality data as it correlates with tide level, inferences about bird habitat quality based on the birds observed, and recommendations for landscaping the area to attract more biodiversity.

Academic Rigor

What Learning Standards and School to Career Competencies are used in this project?

Science

• Develop deep understandings of the concepts and procedures particular to biology, chemistry, and/or physics
• Understand how humans use technology and the design process to respond to the natural world and to solve everyday problems
• Use technologies to obtain, use and present information effectively
• Design and conduct scientific investigations
• Gather scientific information through lab and field observation

English Language Arts

• Use various formats and technology to complete and enhance work

Social Studies

• Make connections between natural resources, economic development and population centers

School to Career Competencies

 Communicate and understand ideas and information
 Collect, analyze and organize information
 Identify and solve problems
 Use technology
 Initiate and complete entire activities
 Act professionally
 Interact with others

Applied Learning

How do students apply what they have learned and researched to a complex problem (e.g.: designing a product, improving a system, creating an exhibit, organizing an event)?

Students create an exhibit and group presentation to share the results of their research with an authentic audience, the Charlestown Waterfront Coalition. The presentation, exhibit and related report include recommendations for improvement of the park area.

Active Exploration

Classroom Activities

• Complete chemical tests of water in three test locations
• Graph data
• Summarize data
• Complete bird biodiversity survey
• Infer habitat quality from bird survey results

Community Activities

• Educate local residents (informally during field work) on class research
• Share results with local Newtown activist Ann Silva
• Share extensive results with Charlestown Waterfront Coalition
• Complete and deliver report including recommendations for community/agency action to improve field site
• Deliver presentation to Urban Ecology Institute and to Charlestown Waterfront Coalition

Career Activities

• Use professional scientific protocol to complete field studies
• Visits with Ann Silva, Lynn Morgenstern, Ivey St. John, and an environmental lawyer introduce students to careers and avocations in community environmental activism
• Complete resume detailing skills gained during the project

Adult Connections

Who from the community, workplace or postsecondary or industry partnership do students work with on the project?

• Ivey St. John, Director, Charlestown Waterfront Coalition
• Ann Silva, Newtown community activist
• Lynn Morgenstern, Teacher Resource Center staff, New England Aquarium
• Mentor from Boston Bar Association's Law Day in the Schools Program
• Shanna Small, VISTA volunteer, Urban Ecology Institute

Assessment

How do you and the students know the project is a success?

• Detailed rubric includes criteria for graphs, analysis of graphs, bird summaries and drawings, presentation, and group-completed report and recommendations
• Weekly field sheets completed during field work
• Successful delivery of presentation
• Group-completed display

Recommended Resources / Sample Products - EXAMPLES

Software or Materials Needed

Microsoft Word, Microsoft Excel, field data sheets, field journal, water test kit, bird identification books, binoculars, goggles, gloves, graph paper, display materials, etc.

Websites Used

http://www.urbaneco.org
http://www2.shore.net/~mcmorran/bin/stateloc.pl?state=MA

Teacher
Developed

Field Work Rubric [PDF]
Field sheets (available from Urban Ecology Institute)

Student
Developed

Graphs, analyses, bird habitat analyses
See summary of results