Proposal Summary

Budget Total: $2,491.23

Recent studies by National Assessment Educational Progress (NAEP) compared Texas students to students across the nation reveal that Texas students are behind in science knowledge and skills.  In order to help reduce the gap between Texas students and nationwide students, project based instruction will be incorporated into a traditionally taught chemistry class.  A six weeks unit project called “Acid Rain What a Pain! How can we prevent it?” will contain inquiry-based science lessons on acid/base chemistry, pH, titrations, lab investigations, and project components such as research and data collection and analysis, that will be achieved by the students.

The project idea is based from the current event of Texas Utilities wanting to build nineteen coal powered plants in Texas.  Students will learn through their research that coal powered plants is one of the main contributors to the production of acid rain.  As part of their project, students will research the formation of acid rain, statistics on the effects of acid rain, and what currently is being done to prevent acid rain.  Also, the students will have the rare opportunity to exchange data and information with mentors who are members of the Lone Star Chapter of the Sierra Club.  The components of the project will help develop skills students often struggle with which includes data analysis, forming conclusions that interpret their results, instrumentation, and public speaking.  These skills are also needed for continuing their education and entering the job field.  

The students’ final project will be evaluated based on their PowerPoint presentation, written report, visual aid or model, and letter to a government leader.  In addition, students will be required to present their findings to members of the community and state government leaders, thus bringing more importance to their work and extending the impact of the project outside of the classroom.

Rationale

As one thinks of the Northeast United States, they think of big luscious trees hovering over green gardens, yet every time it rains, it is slowly being destroyed.  What causes this?  It is two simple words: acid rain.  The acid rain destroys trees, harm animals and our precious landmarks.  Acid rain is caused by nitrogen oxides and sulfur dioxides mixing with rain water.  Fuel emissions from cars and coal plants are the largest contributors to the production of these oxides.  In fact, coal powered plants produce 70% of the sulfur dioxide in the United States.  The Northeast is notorious for their coal plants.  What is even scarier is that the Texas Utilities has proposed building nineteen large coal powered plants in Texas.  Texas will be well on its way to having an increase of acid rain if the Northeast is any indication of what is to come.

This unit project on acid rain will provide students with a way to connect a traditional class of chemistry to an environmental issue faced in Texas and the Northeast.  They will see how their actions affect air quality for neighboring states.  By this connection, there is a possibility that the students’ science scores on national tests will improve.  In 2005, National Assessment Educational Progress (NAEP) test scores indicated that most American students scored 43% below basic level in science.  However, students in the state of Texas scored below the national level.  Texas eighth graders are 47% below the basic level.  In addition, according to Trend in International Mathematics and Science (TIMSS), the 2003 study showed that U.S. students are being outperformed in science by students of other countries.  Research indicates retention increases when scientific concepts are taught in context.  It is hoped that by using acid rain as a context project, participates’ scores will increase.

Not only will students learn chemistry, they will become experts on acid rain and find solutions to this problem.  The students will educate the community, Sierra Club members, and state government leaders by presenting their findings and knowledge to them.

Description

The objective of our project, “Acid Rain What a Pain! How can we prevent it?” is to have students apply their knowledge of chemistry concepts taught in the classroom to a real world environmental issue along with having them critically think of a solution to the acid rain problem, and to develop communication skills to express their scientific ideas to people of the community.  The project challenges students to use their knowledge of the previous semester’s material such as understanding how to read and use the periodic table, stoichiometry, dimensional analysis, and balancing reactions in a real world context.

In order to engage and introduce the students to the topic of acid rain, a short five minute video containing a clip from the “Stop the Coal Rush Rally” at the capital on February 11, 2007 and clips of the effects of acid rain on the environment.  After learning how to research for articles and books, students will narrow their field of contributing factors of acid rain and concentrate their research in order to determine a solution.  Due to the length and extensive amount of work required to complete all the components of the project, students may find themselves needing to work outside of class.  Additionally, students will have the opportunity to correspond with mentors from the Lone Star Chapter of the Sierra Club to exchange information and data.  Furthermore, students will not only present their solution to preventing the formation of acid rain to their classmates, but also to members of the community and the state legislature.  In addition, students will write letters to state government leaders encouraging them to create legislation against building coal plants in the future based on what they learned from their projects.  Presenting to people outside of the school environment helps students see the importance of their knowledge and how it contributes to society.

Periodically throughout the six weeks, inquiry-based lessons will be taught on topics such as acid/base chemistry, pH, and titrations.  In addition, students will perform lab investigations giving them an opportunity to learn skills of how to use particular scientific instruments, analyze and organize data, and how to write well developed conclusions containing their interpretations of their results.  The knowledge the students obtain from the lessons and the skills they develop provide a foundation that is essential to completing their project. 

Since we both graduated from the UTeach Natural Sciences Program at the University of Texas at Austin with Bachelors of Science in Chemistry, we have more than enough experience and qualifications to guide the students to do this project.  Additionally, Sierra Club mentors will provide information on current legislation and policy.

Potential Impact

By doing this project, students will learn many different topics of chemistry and environmental science that are required to be taught by the mandated Texas Essential Knowledge and Skills and also covers Austin Independent School District Instructional Planning Guide objectives.  The project also gives students experience in data collection and analysis, instrumentation, and public speaking, which is a feared by many students.  These are all skills students need for continuing their education and entering the job field.

The overall impact of this project will reach not only over 200 students who complete the project, but also numerous people of the community and government leaders.  To reach more people across the world, students’ projects will be compiled and organized on a website.  The project may influence decisions that are made in relation to the environment by businesses and government by the students’ presentations and letters.  Seeing these young people talk so passionately and vehemently about this environmental issue, others may be inspired to take a firm stance as well.  Also, the project may encourage others to become more involved in students’ education. 

Evaluation Plan

To evaluate the overall effect of the project on students’ learning, research will be done to compare the traditional taught students with the project based students’ performance on the Texas Assessment of Knowledge and Skills, the state required test for students to graduate high school.  Within the school, students of the project based class will complete the chemistry department final and their scores will be compared to the traditional taught chemistry classes.  As another part of the study of how effective the project is for students, a count will be done to see how many students sign up for advanced placement classes the following school year.  Upon completion of students’ projects, they will be compiled and organized on a website and be filed away as examples of good student work for reference by future students.  On the website, each groups’ project page will have a visitor counter.  This will monitor the number of hits the webpage has reflecting the impact their project has on the world. 

Acid Rain Project Grading Rubric

Budget

Project Staff Vitae

Marilyn M. Alswede
malswede@school.isd

Objective            Seeking a position as a secondary education science teacher.

Education       Bachelor of Science, Chemistry: UTeach
                        The University of Texas at Austin
                        Overall GPA: 3.37/4.0
                        Degree expected December 2007

Related Courses
Education Preparation Elementary and Middle School, Knowing and Learning, Perspectives on Math and Science, Classroom Interactions, Research Methods, Project Based Instruction, UTeach Outreach Elementary School, Principles of Chemistry I and II, Introduction to Chemical Practice Lab, Physics I and II, Organic Chemistry I and II, Introduction to Geology, Cell and Molecular Biology Lab, Introduction to Biology I and II, Organic Chemistry Lab, Biochemistry I and II, Genetics, Analytical Chemistry, Physical Chemistry, Weather and Climate

Experience

08/06-05/07           Group Leader, UTeach Outreach

• Supervised college student lesson plans
• Led class discussions on student lesson plans
• Managed lesson materials

05/04-01/07          Teaching Assistant, Sylvan Learning Center

• Prepared materials for student lessons
• Performed office duties and assisted customers
• Assisted teachers with their needs

06/06-07/06         Teaching Assistant, Duke Talent Identification Program

• Assisted instructor with classroom management and lab activities
• Creatively taught class using various assignments and activities

06/06-07/06        Residential Counselor, Duke Talent Identification Program

• Collaborated inventively with diverse set of colleagues
• Addressed residential and social concerns
• Guided the aspirations and interactions of students

Skills                            Proficient in Microsoft Word, Excel, and PowerPoint
                                    Excellent team skills
                                    Ability to work in fast-paced environment efficiently
                                    Knowledge of teaching various levels of students
           
Accomplishments       University Honors 2005-2006
                                    Secretary, Math and Science Teachers for Tomorrow
                                    Achieved Girl Scout Gold Award

Audrey Lizette Gonzalez
Audrey@school.isd.net

Present Address                                                                        Permanent Address
123 Longhorn Dr.                                                                        512 Texas Blvd.
Austin, TX 78705                                                                        El Paso, TX 79936
(111) 555-7777                                                                        (222) 333-9999

Education
                        The University of Texas at Austin
                        B.S. in Chemistry: Teaching Option
                        Dec. 2006 GPA 3.45

Skills Summary
Trained in Scaffolding for Scientific Inquiry by Austin I.S.D.
Excellent teamwork skills.
Good classroom management skills.
Experience in ESL classroom.
Able to speak and understand Spanish.
Proficient with Microsoft Word and Internet.

Teaching Experience
Blanton Elementary School- Taught three fifty-minute 4th grade science lesson plans for the Fall 2004 semester.

Kealing Middle School- Taught three fifty-minute 8th grade science lesson plans for the Spring 2005 semester.

Crockett High School- Taught six fifty-minute 10th grade chemistry lesson plans for the Fall 2005 semester.

Cook Elementary School- Taught two fifty-minute 3rd grade science classes weekly for a total of nine weeks for the Spring 2006 semester.

Barrington Elementary School- Taught one two-hour 6th grade Science Olympiad Classes weekly for a total of ten weeks for the Fall 2006 semester.

Work Experience
                        Group leader and Supervisor, UTeach Outreach, U.T. Austin
Internship                                                            September 2005-Present                              Proofread and provided feedback on college students’ lesson plans
                                    Facilitated classroom discussions

Honors & Affiliations
                        Dean’s List, 2003, 2005
                        Austin I.S.D. Scholarship, 2005-2006