Explore interdependent relationships and biodiversity in Zion, Bryce Canyon, Grand Canyon and Arches National Parks for a project based learning experience for middle school students.
In my application I stated that I am very familiar with ocean environments, but lack knowledge of desert environments. This trip has taught me to appreciate the life that is adapted to and thrives in the desert. Life is challenging, but it finds a way. Before the trip I thought of the desert as mostly dirt/sand and cactuses growing here or there with a rattle snake in between. Now I see an environment teeming with life and vibrancy.
I have a clearer picture of a desert environment and I can add this biome to our study of biodiversity. Instead of focusing mainly on ocean issues, I will open my instruction to desert environments as well. I am well educated in issue affecting the desert, as well. I can give my students ideas on problems that are affecting people, animals, and plants in the desert so that they can begin to solve these biodiversity issues.
The greatest personal accomplishment of my fellowship was backpacking the Grand Canyon down to the Colorado River. That was one of the hardest things ever, but it was so rewarding!
My experiences will open my students to better understand and appreciate desert ecosystems. To see that life can exist and thrive in such a harsh environment is a testament to the strength and complexities of flora and fauna. And even when it may seem strong, often times it can be extremely fragile, when interdependent relationships become unbalanced. My students will learn more about these ecosystems and develop solutions to problems that exist in these environments.
My plans for working collaboratively with colleagues is to share the great resources that our National Parks have for teachers. There are Skype with a ranger sessions, trunks available to be sent to your classroom with materials, and other downloadable lessons. These are not just for teaching science, but align to many other areas. I will assist other teachers in using these resources.
I envision celebrating the students' new learning through a large project based learning activity. We hold events where we invite the community to see the students' work, so these projects will be on display during this event. The students are very proud when they develop work that has an impact and the community can participate. We will also share the students' learning by following up with Park Rangers via Skype calls. They can progress monitor and share successes.
The students would try to make a difference for plants or animals living in desert ecosystems. For example, they could make an awareness campaign about biological soil crust and how to protect this fragile species. They could also develop action plans for cities dealing with dust storms. The students may look to keep the Glen Canyon Dam in operation, or they may try to develop a plan to shut it down and drain Lake Powell.
The fellowship changed my personal perspective by giving me first hand experience in the field. I have a deep connection to the ocean from a science internship in college on a barrier island. Since that time, I have had no further science field experience. This valuable exploration helps me be a better instructor professionally. I am able to help my students better understand biodiversity by developing projects from information gained in this experience.
FUND FOR TEACHERS ©