Grant Proposal
Introduction
This project introduces students to the effect of human activity on Earth’s land, air, and water and allows them to explore a potential solution to these changes. Students are challenged to create their own terrariums based on a particular biome that support at least two species as a model for large-scale biosphere that could house hundreds of humans, animals, and plants. While creating their models, students are expected to understand the importance of the water cycle, the carbon cycle, photosynthesis and food webs in relation to the health of their artificial biosphere. These concepts are taught to students over a three-week period. Ample time is given to students throughout the project based unit so that students may take detailed observations from which they will base conclusions on what is specifically needed to create a large-scale biosphere. In addition to the planned benchmark and investigation lesson plans, students will visit the Butterfly Rainforest at the University of Florida to see a real-life vivarium, from which to compare to their own creations.
Statement of Problem
We are now in what some would call the Anthropocene Epoch also known as The Age of Man. In the span of one lifetime, human activity has improved the lives of the vast majority of people, yet humans have also caused dramatic changes in the air, water, and land of our planet. Buildings have become our new landscapes. The critically important nitrogen and carbon cycles have been altered. Deforestation has caused massive extinctions and carbon dioxide emissions have been warming global temperatures and acidifying our oceans. Not all species will survive the inevitable changes. These current issues impact humans across the globe and viable solutions are needed to combat them. One solution being researched extensively is the creation of artificial biospheres in which humans could live.
In order for the biospheres to be successful, understanding of how to create an enclosed, sustainable ecosystem is needed. This project gives students the opportunity to investigate a very `current problem while learning the basic concepts of the water cycle, the carbon cycle, photosynthesis, and energy transfer within an ecosystem. Students will observe their own ecosystems and see how modifications can affect the health of it, much like scientists do in an effort to create the best type of artificial biosphere. This program will immediately serve 150 ninth graders that I currently teach, in addition, to future students, as it is expected to reuse this program with minor modifications each school year. Students of other science classrooms within the school will also benefit from several of the materials being requested since teachers in the science department share materials and instructional strategies in an effort to reach as many students as possible.
In order for the biospheres to be successful, understanding of how to create an enclosed, sustainable ecosystem is needed. This project gives students the opportunity to investigate a very `current problem while learning the basic concepts of the water cycle, the carbon cycle, photosynthesis, and energy transfer within an ecosystem. Students will observe their own ecosystems and see how modifications can affect the health of it, much like scientists do in an effort to create the best type of artificial biosphere. This program will immediately serve 150 ninth graders that I currently teach, in addition, to future students, as it is expected to reuse this program with minor modifications each school year. Students of other science classrooms within the school will also benefit from several of the materials being requested since teachers in the science department share materials and instructional strategies in an effort to reach as many students as possible.
Goals and Visions
My vision for this project is to relate ecological concepts directly to the lives of students, in addition, to giving them the freedom to build and investigate their own terrarium much like a real-life scientist. The effect of human activity on the environment is a very current topic which requires creative solutions. With this project, students will be able to explore one proposed solution while also learning many important concepts.
My goals and objectives include the students mastering the phases of both the water cycle and carbon cycle as well as how it can be affected by different environmental conditions. I would also like my students to clearly identify the link between photosynthesis and the carbon cycle and producers within an ecosystem. Furthermore, students will be able to explain the pathway of energy through an ecosystem. Students will demonstrate their learning by keeping a detailed log book in which they include daily observations of their terrariums. They will present their findings of the best way to build an artificial biosphere with the creation of a poster presentation. Both will be made as if they were presenting their findings to a prestigious engineering firm that wants this research to build large-scale biospheres.
This project will improve students’ 21st century skills in that they will critically think about a topic, analyze a situation, and make evidence-based conclusions. They will use their conclusions to make realistic modifications and communicate findings to their peers. In addition, students will gain experience in navigating a laptop and creating a poster presentation, a very common way of presenting new research.
My goals and objectives include the students mastering the phases of both the water cycle and carbon cycle as well as how it can be affected by different environmental conditions. I would also like my students to clearly identify the link between photosynthesis and the carbon cycle and producers within an ecosystem. Furthermore, students will be able to explain the pathway of energy through an ecosystem. Students will demonstrate their learning by keeping a detailed log book in which they include daily observations of their terrariums. They will present their findings of the best way to build an artificial biosphere with the creation of a poster presentation. Both will be made as if they were presenting their findings to a prestigious engineering firm that wants this research to build large-scale biospheres.
This project will improve students’ 21st century skills in that they will critically think about a topic, analyze a situation, and make evidence-based conclusions. They will use their conclusions to make realistic modifications and communicate findings to their peers. In addition, students will gain experience in navigating a laptop and creating a poster presentation, a very common way of presenting new research.
Plan of Action
This project based unit was created with the goal of teaching students important concepts related to the recycling of nutrients within an ecosystem which include the water cycle, the carbon cycle, photosynthesis, the transfer of energy between organisms, and how to model this energy transfer with food chains and food webs. In addition, students will be introduced to the changes human activity has had on ecosystems across the planet and the importance of finding safe solutions to combat these changes. A link of the unit calendar is available here.
In the first week, students will be introduced to the term “Anthropocene” and what it describes as well as the challenge and driving question for the unit. Students will be completing their project to answer the following driving question “What combination of plants, animals and inorganic resources is required to create an enclosed, sustainable, artificial biosphere?” Students will research different biomes with the use of a laptop and base their terrariums off of one of their choice. They will also investigate the water cycle and photosynthesis. When investigating the water cycle, students will place a clay mountain and water within a small fish tank. A lamp will be placed over it to model the sun and petri dish full of ice will be placed on top. The experiment will allow students to observe multiple parts of the water cycle including evaporation, condensation, and precipitation. When completing the photosynthesis lab, students will investigate the reactant required for the process by preparing three test tubes full of BTB solution. One test tube will just have the solution. A small piece of Elodea will be added to the other two test tubes. One of the test tubes with Elodea will also be covered with foil. The three test tubes will be set by a window for 24 hours and will be observed the following day.
In the second week, students will finish their investigations on photosynthesis and relate their new knowledge to the carbon cycle. To reinforce their knowledge of the carbon cycle, students will complete “The Carbon Cycle Game” (link provided in appendix) on laptops while answering guiding questions. They will end this week with investigation of food webs which includes a card sort activity for students to determine if organisms are producers, consumers or decomposers. In addition, they will build their own food webs as well as show the transfer of energy within their own terrarium. Both weeks will include work time for students to apply the new concepts to their terrariums. During this time, students will be expected to complete an entry in their log book that includes pictures of their terrariums. In order to avoid misinterpretation of the pictures since everyone has different abilities when it comes to drawing, cameras will be used to take clear, accurate pictures of the terrariums. These pictures will be uploaded to the laptops and printed to be added to their log books and used for their final presentation posters.
The last week will consist of students finishing lessons on energy transfer within an ecosystem, making final observations of terrariums, and compiling their observations and evidence for their final recommendations of what is required for a successful, enclosed ecosystem. Students will be able to compare their own terrariums to large-scale, enclosed ecosystem when the class visits the Butterfly Rainforest on the University of Florida campus. More information on the logistics and rationale for the field trip is provided here. In addition, student presentations will take place on the last day of the third week, which will be evaluated by their peers. All posters will be set up around the classroom for students to view and evaluate. Students will need to be prepared to answer any questions their peers may have for them. For these presentations to be on par with those they will be expected to complete in universities and within the scientific community, posters, laptops with Microsoft Office, and ink for printing pictures and papers will be needed.
In the first week, students will be introduced to the term “Anthropocene” and what it describes as well as the challenge and driving question for the unit. Students will be completing their project to answer the following driving question “What combination of plants, animals and inorganic resources is required to create an enclosed, sustainable, artificial biosphere?” Students will research different biomes with the use of a laptop and base their terrariums off of one of their choice. They will also investigate the water cycle and photosynthesis. When investigating the water cycle, students will place a clay mountain and water within a small fish tank. A lamp will be placed over it to model the sun and petri dish full of ice will be placed on top. The experiment will allow students to observe multiple parts of the water cycle including evaporation, condensation, and precipitation. When completing the photosynthesis lab, students will investigate the reactant required for the process by preparing three test tubes full of BTB solution. One test tube will just have the solution. A small piece of Elodea will be added to the other two test tubes. One of the test tubes with Elodea will also be covered with foil. The three test tubes will be set by a window for 24 hours and will be observed the following day.
In the second week, students will finish their investigations on photosynthesis and relate their new knowledge to the carbon cycle. To reinforce their knowledge of the carbon cycle, students will complete “The Carbon Cycle Game” (link provided in appendix) on laptops while answering guiding questions. They will end this week with investigation of food webs which includes a card sort activity for students to determine if organisms are producers, consumers or decomposers. In addition, they will build their own food webs as well as show the transfer of energy within their own terrarium. Both weeks will include work time for students to apply the new concepts to their terrariums. During this time, students will be expected to complete an entry in their log book that includes pictures of their terrariums. In order to avoid misinterpretation of the pictures since everyone has different abilities when it comes to drawing, cameras will be used to take clear, accurate pictures of the terrariums. These pictures will be uploaded to the laptops and printed to be added to their log books and used for their final presentation posters.
The last week will consist of students finishing lessons on energy transfer within an ecosystem, making final observations of terrariums, and compiling their observations and evidence for their final recommendations of what is required for a successful, enclosed ecosystem. Students will be able to compare their own terrariums to large-scale, enclosed ecosystem when the class visits the Butterfly Rainforest on the University of Florida campus. More information on the logistics and rationale for the field trip is provided here. In addition, student presentations will take place on the last day of the third week, which will be evaluated by their peers. All posters will be set up around the classroom for students to view and evaluate. Students will need to be prepared to answer any questions their peers may have for them. For these presentations to be on par with those they will be expected to complete in universities and within the scientific community, posters, laptops with Microsoft Office, and ink for printing pictures and papers will be needed.
Staff and Facilities
Aside from myself, those involved with the project include the staff at the Butterfly Rainforest at the University of Florida. They will give a guided tour of the vivarium and answer any questions the students have about the sustainability of the enclosed ecosystem.
Students will be provided with sufficient materials and space to safely and effectively build their terrariums and poster presentations. However, the classroom is lacking important materials and resources to build, to analyze, and to present their findings from their terrariums. This is why the laptops and cameras are especially needed so that students can properly research their topics and create a presentation of their findings, skills necessary for the 21st century. Furthermore, the laptops and cameras will be very useful to have in the classroom for not only this project based unit, but future activities and lessons as well.
Students will be provided with sufficient materials and space to safely and effectively build their terrariums and poster presentations. However, the classroom is lacking important materials and resources to build, to analyze, and to present their findings from their terrariums. This is why the laptops and cameras are especially needed so that students can properly research their topics and create a presentation of their findings, skills necessary for the 21st century. Furthermore, the laptops and cameras will be very useful to have in the classroom for not only this project based unit, but future activities and lessons as well.
Evaluation
Students will be required to create daily entries in a log book detailing observations and any changes they have made to their terrariums with rationale of these changes. Rationale must be based upon concepts they have learned throughout the project based unit. In addition, students must create a poster that will present their findings and recommendations for building an enclosed, sustainable ecosystem. A rubric for students’ projects is provided here. Formative assessments will also be given to students throughout the three-week unit to ensure students properly understand the concepts they will use as rationale for building their artificial biospheres. For example, students will have to complete Paint the Picture, where students will draw a picture, without using any words, to answer the question, “How are evaporation, condensation, and precipitation related?” They will share these drawings in small groups to check for correctness.
Budget
The following budget includes the cost of materials, technology, field trip, and transportation needed for the project based unit. Many of the materials and the technology will not only be useful for this specific unit, but also for other units and lessons as well as for many years. The money will be managed and equipment ordered by the science department head.
Experiment Materials:
Water Cycle Experiment
Aqua Culture Aquarium Start Kit, 5 gallons (7 x $27.97)………………….….............……….$195.79
Crayola Air-Dry Clay, 2.5 lbs (5 x $5.27)………………………….......……….............………….$26.35
Mainstays Halogen Desk Lamp, Black (7 x 9.97)………………………….................………….$69.79
Photosynthesis Experiment
Elodea (3 bundles x $3 will be purchased at Aquatropics in Gainesville)…..…............….$9
Presentation Materials:
Elmer’s White Poster Board, 28” x 22”, 50-Carton (3 x $53.94)……….………...........…$161.82
HP 61 Black & Tri-color Combo Inkjet Cartridge (4 x $31.97)……………………...........…$127.88
Acer Aspire One Netbook (25 x $249)…………………………………............................…….$6225
Nikon Silver S3200 16 Megapixel Digital Camera w/4GB Memory Card (5 x $69)….....$345
Field Trip:
Bus Rental
$25 per hour (9-11am; 2 hours for 3 buses)……………………………….…....................…$150
$2 per mile (roundtrip: 8.6 miles for 3 buses)…………………..…………………...…..….........$52.50
Butterfly Rainforest
$4 per student (150 students).................................................................................$600
No cost for chaperones*
Total………………………………………………………………………............................................$7963.13
In addition, the bromothymol blue indicator, test tubes, petri dishes, ice, and paper will be provided by the School Board.
*1 free chaperone per 10 students (each additional chaperone is $7)
Experiment Materials:
Water Cycle Experiment
Aqua Culture Aquarium Start Kit, 5 gallons (7 x $27.97)………………….….............……….$195.79
Crayola Air-Dry Clay, 2.5 lbs (5 x $5.27)………………………….......……….............………….$26.35
Mainstays Halogen Desk Lamp, Black (7 x 9.97)………………………….................………….$69.79
Photosynthesis Experiment
Elodea (3 bundles x $3 will be purchased at Aquatropics in Gainesville)…..…............….$9
Presentation Materials:
Elmer’s White Poster Board, 28” x 22”, 50-Carton (3 x $53.94)……….………...........…$161.82
HP 61 Black & Tri-color Combo Inkjet Cartridge (4 x $31.97)……………………...........…$127.88
Acer Aspire One Netbook (25 x $249)…………………………………............................…….$6225
Nikon Silver S3200 16 Megapixel Digital Camera w/4GB Memory Card (5 x $69)….....$345
Field Trip:
Bus Rental
$25 per hour (9-11am; 2 hours for 3 buses)……………………………….…....................…$150
$2 per mile (roundtrip: 8.6 miles for 3 buses)…………………..…………………...…..….........$52.50
Butterfly Rainforest
$4 per student (150 students).................................................................................$600
No cost for chaperones*
Total………………………………………………………………………............................................$7963.13
In addition, the bromothymol blue indicator, test tubes, petri dishes, ice, and paper will be provided by the School Board.
*1 free chaperone per 10 students (each additional chaperone is $7)