Student recording observations in the field on a Vital Signs datasheet.
Research strongly suggests that a more effective approach to science learning and teaching is to teach and build on core concepts of science over a period of years rather than weeks or months. These core concepts offer an organizational structure for the learning of new facts, practices, and explanations, and they prepare students for deeper levels of investigation and understanding in high school, college, and beyond.
Ready Set Science 2008
A Middle Grades Learning Continuum
The ideal VitalVenture learning experience engages Maine students with core science and social studies concepts over four successive years. Each year students tackle a new watershed issue that builds on and extends learning from prior years’ Watershed Experiences. Central to the VitalVenture learning continuum are the following unifying themes from the Maine Learning Results: Parameters for Essential Instruction. “National standards documents identify these themes as critical knowledge for students in the 21st century” (MLR 2007).
Systems
Through the lens of our local, state, and Gulf of Maine watersheds, students build a solid understanding of the basic principles of systems, and the interactions, interdependencies, and interconnectedness of natural and human systems.
Skills and traits of scientific inquiry
The authentic investigation component of each Watershed Experience encourages students to ask increasingly complex research questions, and to plan, conduct, analyze data, and communicate their results to audiences that extend beyond the classroom. This theme further “underscores the role of citizens in the decision-making process related to science and technology” (MLR 2007).
Applications of social studies processes, knowledge, and skills
Each Watershed Experience includes a culminating student-lead action. The process of developing and implementing increasingly involved action projects challenges students to assess environmental and community needs, to consider perspectives, alternatives, pros and cons, and to make individual and collaborative decisions.
At each grade level, a new Watershed Experience lets students construct a more sophisticated understanding of systems, hone investigation skills and scientific habits of mind, and apply and extend their learning into local communities.
Learning Continuum
Student recording observations in the field on a Vital Signs datasheet.
Research strongly suggests that a more effective approach to science learning and teaching is to teach and build on core concepts of science over a period of years rather than weeks or months. These core concepts offer an organizational structure for the learning of new facts, practices, and explanations, and they prepare students for deeper levels of investigation and understanding in high school, college, and beyond.
Ready Set Science 2008
A Middle Grades Learning Continuum
The ideal VitalVenture learning experience engages Maine students with core science and social studies concepts over four successive years. Each year students tackle a new watershed issue that builds on and extends learning from prior years’ Watershed Experiences. Central to the VitalVenture learning continuum are the following unifying themes from the Maine Learning Results: Parameters for Essential Instruction. “National standards documents identify these themes as critical knowledge for students in the 21st century” (MLR 2007).
Systems
Through the lens of our local, state, and Gulf of Maine watersheds, students build a solid understanding of the basic principles of systems, and the interactions, interdependencies, and interconnectedness of natural and human systems.
Skills and traits of scientific inquiry
The authentic investigation component of each Watershed Experience encourages students to ask increasingly complex research questions, and to plan, conduct, analyze data, and communicate their results to audiences that extend beyond the classroom. This theme further “underscores the role of citizens in the decision-making process related to science and technology” (MLR 2007).
Applications of social studies processes, knowledge, and skills
Each Watershed Experience includes a culminating student-lead action. The process of developing and implementing increasingly involved action projects challenges students to assess environmental and community needs, to consider perspectives, alternatives, pros and cons, and to make individual and collaborative decisions.
At each grade level, a new Watershed Experience lets students construct a more sophisticated understanding of systems, hone investigation skills and scientific habits of mind, and apply and extend their learning into local communities.
The learning continuum currently available is punctuated by students’ participation in the Gulf of Maine Research Institute’s LabVenture program in grade 5 or 6, and Vital Signs program in grades 7 and 8. LabVenture provides the investigation component of the All My Watershed Neighbors Watershed Experience. Vital Signs provides the investigation, reflection, and action components of the Biodiversity Watershed Experience and Ecosystem Health Watershed Experience. The Community Connections Watershed Experience happens in interim grades.