four ways of knowing urban ecology

UrbanEcologyCurriculumforEnglishLearnersLoyolaMarymountUniversity|CenterforEquityforEnglishLearners(CEEL)&CenterforUrbanResilience(CURes)

FourWaysofKnowingUrbanEcology

TheFourWaysofKnowingUrbanEcologynotonlyprovideaconceptualknowledgebaseupon

which students can build, but also provide a framework for using and communicating that

knowledge.Wehave found theFourWays tobeahelpful guide forplanning learninggoals,

selectingmaterials,shapingactivities,andstructuringassessments.Theyalsoconnectverywell

tothenewandemergingskillsnecessarytoparticipateinscientificlifeinthe21stcentury.

Understanding Science provides the conceptual knowledge base for students to understand

science content. Understanding science in the 21st century requires that we integrate the

differentfieldsofscienceandconsiderthesocialaspectsofhowscientificunderstandingsare

acquired and applied.With this interdisciplinary approach,Understanding Scienceprovides a

solidframeworktohelpstudentsdevelopthe21stcenturyskillofsystemsthinking.

National Science FoundationDRK-12 Discovery Research Grant Award #1503519

U.S. Department of EducationNPD Grant Award #T365Z1201

ThegoalofDoingScience is toprovide studentswith inquiry-basedauthenticexperiencesof

conductingresearchsuchasdevelopingresearchquestionsandcollectingandanalyzingdata.

Through these experiences and activities, students develop a number of 21st century skills,

includingadaptingtothereal-worldconditionsofanoutdoorstudysiteorlaboratory,learning

anddevelopingnon-routineproblemsolvingskills,andself-managementandself-development

skillsinordertoconductresearchandcompleteanauthenticscientifictask.

TalkingScienceisanimportant,yetfrequentlyoverlooked,WayofKnowinginthe21stcentury.

Talkingscienceinvolveslearningtocommunicatescientificinformationdifferentlytodifferent

audienceswhilemaintainingfidelitytothefindingsandinterpretationsofscience.Thisincludes

learning to use scientific argumentation to make claims backed by evidence utilizing

appropriate scientific terms and concepts. This also includes learning to communicate

scientifically-based knowledge to a non-scientific audience, such as peers, community

members,andpolicymakers.Activitiessuchasroleplayingvariousparticipantsatacommunity

meetinginwhichanenvironmentalissueisdiscussedorengaginginscientificargumentationto

makethecase fora findingmade in the fieldareexamplesofTalkingScience.Suchactivities

helpstudentsdevelopcomplexcommunicationandsocialskills.

ActingonSciencebringsmanyofthe21stcenturyskillstogether.Therearemanywaystoact

onscience,but theactionplanning framework (Figure2) isonesystematicapproachthatwe

developedtoaddressthisWayofKnowingScience.Theactionplanningframeworkprovidesa

guided pathway for students to engage in having a positive impact in their school or

communities.

ActionPlanningFramework

The action planning framework starts with students gaining a deep and thorough

understandingofscientificprocessesandconcepts.Nextstudentsinvestigatethesitetheywish

toimproveusingsounddatacollectionmethodsaswellasenvisionwaysthesitecanimprove.

Studentsthenidentifythepeopleandstakeholderswhoneedtobeinvolvedintheprocessand

seekout resources, from tools andmaterials to peoplewho canhelp. Constructing concrete

andactionablestepstocompletetheprocessaswellasdeterminingmarkersofsuccessisthe

nextstageoftheprocess.Thelaststepoftheframeworkisimplementingtheplan,andputting

ideasintoaction.

ActionPlanningFramework

1. ScienceKnowledge:Whatdoweneedtoknowinordertounderstandthesite?What

science concepts and factsdoweneed todrawupon inorder towriteupour action

2. Investigate Site:What’s the site like now? You may use several different ways to

describethesite,throughthescientificdatayouwillbecollecting,writtendescriptions,

photographs,drawings,etc.

3. Envision Possibilities:How could your site be? Can it be maintained so that

environmentalandecologicalhealthissustained,orcanthesitebeimprovedtomake

the site even better for the ecological community, and the neighborhood around the

4. Identify Stakeholders:Who’s involved?Who is impactedby theactionplan, andwho

needstoapproveit?Whoownsthesite?

5. IdentifyResources:Whatdoyouneedtomakeyourplanhappen?Whatmaterialsdo

youneed?Arethereanycommunityorcity-wideorganizationsoragencieswhomight

be able to help? Are there any companies, stores, or agencies which might donate

supplies,time,ormoney?

6. ConstructActionableSteps:Howareyougoingtomakeithappen?Whatcanbedone?

Whencanyoudoit?vii.MotivateandImplement:Ifyou’reable,motivateeveryoneto

getinvolved,andmakeithappen!

Working Through the Action Planning Framework

You and your research team must investigate your field site/habitat, record and analyze data, and recommend an action plan for sustaining or increasing biodiversity in your community. Your goal is to increase the biodiversity by altering current conditions. To do this you must use your knowledge of cities as systems and the needs of an urban ecosystem. To decide what should be done, you will create an action plan. Below is a figure of the components that make up an action plan.

♦ Science Knowledge- the scientific information needed to make changes ♦ Investigate Site and Envision Possibilities- goals for the site changes

♦ Identify Stakeholders- the people involved in the changes

♦ Identify Resources- materials needed to make changes

♦ Construct Actionable Steps- the process to make your planed changes

♦ Motivate and Implement Plan- making the changes happen

To brainstorm your ideas on how to manage sustain or increase biodiversity, answer the planning questions below. Remember: There is no “correct” answer. Each group may have a different plan. Science Knowledge: What science do I need to know? Investigate Site and Envision Possibilities: What can I change about my community to increase or sustain biodiversity? Identify Stakeholders: Who can help make changes in my city? Identify Resources: What resources are needed to make my changes? Construct Actionable Steps: What steps are needed for my action plan?

ForcesandDriversintheUrbanEcosystem

Pulses

Presses

SocialDrivers

BiophysicalDrivers

Socio-EcologicalSystem

Scientistsmeasurethehealthofthesesystemsbyinvestigatingprocesses,patterns,andchanges.

Resources&Services

FieldSiteCriteria

PhysicalObservationsofaSite

The bulk of the data that studentswill gather during the site surveywill be on the physical

aspectofthesite.Thisincludeswhatdoesislooklike,whatdoessoundlike,whatareanyother

unusualcharacteristicsaroundthesite.

Weather

Currentweather conditions are important in determining if events occurring at your site are

typical or circumstantial. A recent storm event or even just amoderate amount of rain can

affect the plants and animals along with river depth, width, and flow. Cold and/or cloudy

conditionscaninfluencethepresenceandactivityofplantsandanimals.

PlantsandAnimals

Humansalsohaveaneffectonthepresenceofspecificplantsandanimalsfoundinopenareas.

Fieldstudysiteswillvarydependinguponhowmuch landscapinghasbeendone in thearea.

Sitesmayvaryfrombeingwildandovergrowntobeinggarden-like.

TerrestrialHabitats

Therearemanydifferenthabitatsthatmakeupterrestrialenvironments.Habitatistheplaceor

typeofenvironmentwhereanorganismtypicallylives.Thesearedefinedbythepredominate

featuresofthearea.Forexample,foresthabitatsaredominatedbytreespecieswhilegrasses

dominateinfieldhabitats.

Trashispresentatmanysitesandshouldnotbeseenasadeterrenttoconductingecological

studies.Evenpristinesiteshavetrashintheformofsodabottlesthatfloatdownstreamora

plastic bag that has been snagged in a tree. Have students think about their own habits

regardingtrashandhowtrashcanaffectanarea,bothvisuallyandecologically.

FieldSiteCriteria

Pollution

No sites remainuntouchedbyhumans. Even those sites termedecologically pristine are not

free from human impact. Identifying sources of pollution at a field site will help answer

questions about behavior and distribution of the organisms found there. Some sources of

pollutionfoundoutsideoftheboundsofthesitemaystillhaveanimpactonthingswithinthe

site.Forexample,anindustrialpipeupstreammayhavealargeimpactonthestream’shealth.

Bestguessestimatesshouldbeusedtocompletethissection.

URBANECOLOGYFIELDSTUDYGUIDE

MAKINGANOBSERVATION DEVELOPINGAHYPOTHESIS

NAMINGTHEPROBLEM DEVELOPINGAFORMALRESEARCHQUESTION

SCIENCEACTIVITIESFORENGLISHLEARNERSUPPORT

SCIENCEINACTION

ROUTINE DESCRIPTION PURPOSE

UrbanEcologyFieldStudy

1. MakinganObservationEncourageyourstudentstoexaminethefieldsitewidelywithoutpreconceivednotionsorexpectations.Havestudentsfocusinononeormorepointsofinterest.

2. DevelopingaHypothesisSupportyourstudentsindevelopingalogicallinkbetweenwhattheyobservedandwhattheythinkishappening.

3. NamingtheProblemSupportyourstudentsindescribingtheissueorchallengesuccinctly.

4. DevelopingaResearchQuestionSupportyourstudentsincomingupwithatestableresearchquestionthatcanbeinvestigated.

• Engagestudentsinauthenticscientificinquiryexperiences.

• Fosterstudents’habitsofdevelopingtestableresearchquestionsbasedoninitialevidence.

• Familiarizestudentswiththepracticesofscienceprofessionalsatadevelopmentallyappropriatelevel.

FourWaysofKnowingScience

1. UnderstandingScience–Providetheconceptualknowledgebaseforstudentstounderstandsciencecontent.Thisisthecorecontentknowledgeassociatedwiththeactivity.

2. DoingScience–Providestudentswithinquiry-based,oftenhands-on,authenticexperiencesofconductingresearchsuchasdevelopingresearchquestionsandcollectingandanalyzingdata.

3. TalkingScience–Supportandencouragestudentsinusingscientificargumentation(makingclaimsbasedonevidenceandusingtheappropriatescientificterms

• Explicatethefullrangeofinquirypractices,i.e.drawingoncontentknowledge,hands-on,interactiveactivity,argumentationandexplanation,andimplementinginformedactionforchange.

• Extendthetraditionalbeliefsofscientificinquiryasonlyhands-on,

SCIENCEACTIVITIESFORENGLISHLEARNERSUPPORT

SCIENCEINACTIONROUTINE DESCRIPTION

PURPOSE

andconcepts)andcommunicatingscientificinformationdifferentlytodifferentaudienceswhilemaintainingfidelitytothefindingsandinterpretationsofscience.

4. ActingonScienceSupportstudentsinusingtheirgrowingscientificunderstandingstomobilizepositivechangeintheirschoolsorcommunities.

student-ledactivity.

ActionPlanning

1. ScienceKnowledgeWhatdoweneedtoknow?Thescientificinformationneededtomakechanges.

2. InvestigateSiteandEnvisionPossibilitiesWhatisyoursitelikenowandwhatcouldyoursitebecome?Thegoalsforthesitechanges.

3. IdentifyStakeholdersWhoisinvolved?Thepeopleinvolvedinthechange-makingprocess?

4. IdentifyResourcesWhatdoyouneed?Thematerialsneededtomakechanges.

5. ConstructActionableStepsHowareyougoingtodoit?Theprocesstomakeyourplannedchanges.

6. MotivateandImplementPlanImplementtheplanandmakethechangeshappen.

• Scaffoldthemostnovelandambitiouscomponentofscientificinquiry(actingonscience)intodiscreetstepswithclarifiedquestionsofpurpose.

four ways of knowing urban ecology

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