Link to Student Page

Introduction

This lesson was developed as part of the San Diego Unified School District's Triton Project, a federally funded Technology Innovation Challenge Grant. It involves students researching the vernal pool habitat and then producing educational materials for a natural park that will be developed over the next few years at a site about one mile from our school. They choose the type of product they are going to produce based on their career interests and skills.

While on the surface this job may appear to be a project specific to the Mira Mesa area, the concept is applicable to any city or town. If you can find "real" jobs or projects within your community which allow your students to apply their knowledge and creativity, you have a built in motivator and an opportunity for recognition for your students far greater than a simple grade.

(Return to Top)

Content Area and Grade Level

The program is geared toward high school biology or ecology courses.

(Return to Top)

Curriculum Standards

Standards Addressed

• Understand the interactions of living things and their environment
• Applied knowledge.
• Demonstrating SCANS competencies for the workplace.

(Return to Top)

Implementation Overview

I use this lesson over the course of the unit on the ecology (approximately six weeks). The class as a whole will work on the WebQuest once a week, 3-4 times, to carry out Internet research. The actual products are produced on their own time at home.

(Return to Top)

Resources Needed

The WebQuest ties in with the concepts of the textbook. All resources needed to complete the selected product are provided by the student.

Try to encourage students to contact, in person or via e-mail, people working in fields related to their topic. This will greatly enhance the career preparation aspect of the project.

(Return to Top)

Entry Level Skills and Knowledge

Certain projects require specific skills. Video productions and web page design are examples. It is not intended that the teacher provide the student with such specialized skills. Students should select their project based on the skills they possess or can develop in their own.

No special teacher skills are needed other than the ability to motivate students to produce "professional" quality products.

(Return to Top)

Evaluation

Student products must demonstrate a thorough knowledge of correct biological principles as well as an awareness of "quality control" needed for a "professional" product vs. the job most students do for a standard high school "project".

(Return to Top)

Possible Variations

The most relevant projects are real-life jobs. Students who can connect with a mentor and produce a product that would have a real audience are more likely to produce the quality of work desired.

(Return to Top)

Conclusion

If students complete this project successfully, it not only gives them an opportunity to demonstrate and apply biological knowledge, but also will let them explore potential future career choices and connect with people who may be able to provide guidance.

(Return to Top)