Cumulative Progress Indicators (1-10) are not listed separately because all are addressed.
The (RST)2 meteorology curriculum addresses indicators 1-6 through its content and approach thoroughly examines how the interaction of components results in local, national, and global weather and climate systems. Modules also address ocean - atmosphere interactions as well as human - atmospheric interactions such as ozone depletion, global warming, and acid rain.
The watershed curriculum addresses indicators 4-10 through examination of several systems including:
Cumulative Progress Indicators (1-15) are not listed separately because all are addressed.
The (RST)2 Program centers around a problem based co-operative learning curriculum designed by (RST)2 staff and teacher/participants. The curriculum design focuses on: question formulation, data gathering, measurement, data analysis, conclusions, predictions, outcomes, assessment, and possible new paths of inquiry. Teachers act as facilitators for groups of students using the same technology and course of inquiry that scientists use. Students use state of the art Geographical Information software (GIS); learn focused uses of the Internet; learn to access primary data from remote sensing satellites; measure and record water quality information and meteorological conditions at their schools; and share these data on the (RST)2 web site.
Standard 5.3 - All students will develop an understanding that people of various cultures have contributed to the advancement of science and technology and that major discoveries and events have advanced its progress. Grades K-4, 5-8, 9-12
By the end of Grade 8 students:
2. Recognizing that scientific ideas and knowledge
have come from men and women of all cultures.
3. Recognizing that scientific theories emerge
over time, depend on the contributions of others, and reflect the social
and political climate of their time.
The (RST)2 Program presents students with opportunities to ask questions of scientists doing research, therefore, they have first hand experience with all the types of people that do science. For example, for the past two years, several of our schools had e-mail conversations with an international group of researchers doing work on the ozone hole in Antarctica. Students also get directly involved with scientific theories being actively discussed across the Globe; i.e. Ozone, global warming, El Nino. Such involvement with current topics will directly engage students and expand their horizons in terms of the social and political climate. Students in the watershed project work with the same databases and Geographical Information System used by the NJ Department of Environmental Protection to make decisions concerning state environmental issues.
By the end of Grade 12 students:
6. Recognize the role of the scientific community in responding to changing social and political conditions.
Students in the watershed project examine questions concerning land use and water quality changes over time; how they are affected by development and how they impact important issues such as the availability of uncontaminated drinking water. In the course of their studies they immediately confront how the intersection of scientific information with social and political conditions determine actions taken by the community.
Standard 5.4 - All students will develop an understanding of technology as an application of scientific principles. Grades K-4, 5-8, 9-12
By the end of Grade 4, students:
2. Demonstrate how tools (assuming that the satellites
and the computer are tools) are used to do things better or more easily
and do something that could not otherwise be done at all.
4. Finding and reporting on examples of how technology
helps people.
By the end of Grade 8, students:
6. Describing how technology enables scientists
and others to expand their ability to make measurements and observations.
9. Compare advantages and disadvantages of alternative
solutions to practical problems.
In the (RST)2 Program, teachers act as facilitators for groups of students using the same technology and course of inquiry that scientists use. Students learn to access live data from the environmental satellites and the Internet; measure and record water quality and meteorological conditions at their schools; and share these data on the (RST)2 web site. Teachers are trained so they are comfortable and confident enough not to return to the "old way" of teaching using the computer as just a different type of text book. Students learn and practice the process of question formation and problem solving using real world scenarios such as ground water contamination of a community; planning responses to potential floods in the watershed; and re-locating Yankee Stadium to the NJ Meadowlands.
Standard 5.5 - All students will integrate mathematics as a tool for problem solving in science and as a means of expression or modeling scientific theories.
Cumulative Progress Indicators (1-12) are not listed separately because all are addressed.
The (RST)2 curriculum modules focus on students as scientists; all require that students measure, record, and analyze real-time, actual data; perform appropriate mathematical manipulate with appropriate tools; verify and justify problem solving methods; and recognize that the problem they are working on can be solved in more than one way. What makes the curriculum different and effective is the: (1) problems are real; (2) use of state of the art technology to obtain the live data; (3) possibility of long term involvement with a problem to reinforce skills. See the following section for the linkages between the (RST)2 program and the NJ Mathematics Standards.
Standard 5.6 - All students will gain an understanding of the structure, characteristics, and basic need of organisms. Grades 5-8, 9-12
By the end of Grade 8, students:
8. Describe and give examples of the major categories of living organisms and of the characteristics shared by organisms.
By the end of Grade 12, students:
11. Explain how organisms are affected by different
components of an ecosystem and the flow of energy through it.
12. Illustrate and explain life cycles of organisms.
17. Compare and contrast the life cycles of living
things as they interact with ecosystems.
Student in the watershed project collect and identify invertebrates, vertebrates, and plants from the surface waters of an aquatic system near their school once/month. They must include information on the life histories as well as describe how the water quality affects the observed distribution of species. They share these data with other schools as well as use data collected by other schools in different parts of the watershed to assemble reports on different sections of the watershed.
Standard 5.9 - All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformation; Grades 9-12
22. Explain how electromagnagnetic waves are generated, and identify the components of the electromagnetic spectrum.
The watershed project utilizes images collected by Landsat earth orbiting satellites in seven bands of the electromagnetic spectrum from blue to the far-infrared. Students learn to use a software package (DIMPLE) that allow them to display an image of the watershed in all seven bands of the electromagnetic spectrum individually or in combinations of three. This is a novel, practical, and powerful way to learn and use the electromagnetic spectrum.
Standard 5.10 - All students will gain an understanding of the structure, dynamics and geophysical systems of the earth. Grades K-4, 5-8,9-12
By the end of Grade 4, students:
1. Recognizing and demonstrating the use of different
kinds of maps.
3. Identifying major sources of water, discussing
the forms in which it appears.
By the end of Grade 8, students:
4. Collecting and recording weather data to identify
existing weather conditions and recognizing how those conditions affect
our daily lives.
5. Comparing different map projections and explaining
how physical features are represented on each.
9. Monitoring local weather conditions and changes
in the atmosphere that lead to large-scale weather systems.
10. Investigating the composition, cycling and
distribution of the worlds oceans and other naturally occurring sources
of water.
14. Identify and explain factors that influence
water quality needed to sustain life.
The (RST)2 curriculum modules focus on meteorology and watershed studies. Students learn to access live data from the environmental satellites and the Internet; measure and record water quality and meteorological conditions at their schools; and share these data using the (RST)2 web site. Our experience with the NSF grants indicates that in (RST)2 classrooms learning about the weather and the environment will never be the same as it was before. The curriculum also depends on students being able to use all types of maps; traditional as well as those made from LANDSAT and SPOT satellite images. The nature of the satellite images allow for the easy transition to examine the water cycle from a new perspective and the interactions of surface ocean currents as well as more complicated ocean - atmospheric interactions such as El Nino. Students in the watershed project perform water quality analysis and relate it to ecosystem structure and function as an integral part of the program.
Standard 5.12 - All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Grades K-4, 5-8, 9-12
By the end of Grade 4, students:
2. Explaining how meeting human requirements affects
the environment.
4. Evaluating the impact of personal and societal
activities on the environment.
By the end of Grade 8, students:
5. Compare and contrast practices that affect
the use and management of natural resources.
6. Recognize that individuals and groups may
have differing points of view on environmental issues.
7. Analyze the components of various ecosystems
and effects of those components on organisms.
9. Use scientific, economic, and other data to
assess environmental risks and benefits associated with human activity.
10. Apply the concept of ecosystems to understand
and solve problems regarding environmental issues.
The (RST)2 meteorology curriculum, because of its content and approach, examines how the interaction of people result in effects on local, national, and global weather and climate systems. Modules specifically address human - atmospheric interactions such as ozone depletion, global warming, and acid rain. The watershed curriculum examines the relationships among aquatic ecosystems; the organisms that inhabit them; and the effects of human activities. Students participate in the scenario driven, problem based curriculum that focus on real environmental problems and issues facing our society. For example, issues surrounding ground water contamination; land use and development; habitat modification resulting in runoff and erosion etc.
NEW JERSEY CORE CURRICULUM
STANDARDS FOR MATHEMATICS
1,10,15. Use discovery-oriented, inquiry base, and problem-centered approaches to investigate and understand mathematical content appropriate to the grade. 2,11,16. Recognize, formulate and solve problems arising from mathematical situations in everyday experience.
By the end of Grade 4, students:
4. Pose, explore, and solve a rich variety of
problems' including non-routine problems, multi-step story' problems, and
open ended problems with several solutions and/or solution strategies.
5. Construct, explain, justify, and apply a variety
of problem-solving strategies in both co-operative and independent learning
environments.
6. Verify the correctness and reasonableness
of results and interpret them in the context of the problems being solved.
7. Know when to select and how to use grade-appropriate
mathematical tools a natural and routine part of the problem solving process.
8. Determine, collect, organize and analyze data
needed to solve problems.
By the end of Grade 8, students:
9,13. Recognize that there may be many ways to
solve a problem.
14. Persevere in developing alternative problem-solving
strategies if initially selected approached do not work.
The (RST)2 curriculum modules all require that students measure, record, and analyze real-time, actual data; perform appropriate mathematical manipulations with appropriate tools; verify and justify problem solving methods; and recognize that the problem they are working on can be solved in more than one way. What makes the curriculum different and effective is the: (1) problems are real; (2) use of state of the art technology to obtain data; (3) possibility of long term involvement with a problem to reinforce skills.
Standard 4.2 - All students will communicate mathematically through experience which involve a variety of written, oral, symbolic, and visual forms of expression. Grades K-4, 5-8, 9-12
By the end of Grade 2 students:
5. Explain their own mathematical work to others and justify their reasoning and conclusions.
By the end of Grade 12, students:
9. Formulate questions, conjectures, and generalizations about data, information, and problem situations.
Participation in the (RST)2 curriculum requires that students work co-operatively recording data and performing many series of calculations involved in the solution of the problem. Such activities necessitate explanations and justifications as part of the natural functioning of the team.
Standard 4.3 - All students will connect mathematics to other learning through by understanding the interrelationship of mathematical ideas and the roles that mathematics and mathematical modeling play in other disciplines and in life. Grades K-4, 5-8
By the end of Grade 4, students:
6. Recognize the connections between mathematics and other disciples and apply mathematical thinking and problem solving in those areas.
By the end of Grade 8, students:
7,10. Recognize (and apply) mathematics in their
daily lives and in society (and in career based contexts).
11. Recognize situations in other disciplines
in which mathematical models may be applicable, and apply appropriate models,
mathematical reasoning, and problem solving to those situations.
Almost the entire (RST)2 curriculum is aimed at having students act as scientists; this can not be done without exploring the necessary relationships in mathematics. Many of the modules can be used to teach and reinforce probabilistic and statistical treatment of the real data that the students collect and generate. Other modules focus on mathematical modeling efforts that have enabled scientists (students) to gain a greater understanding of the Ozone hole; El Nino; and the Gulf Stream. All modules are based on real life situations and problems, therefore, mathematics takes its natural place.
Standard 4.4 - All students will develop reasoning ability and will become confident, self reliant, independent mathematical thinkers. Grades K-4,5-8
By the end of Grade 4, students:
2. Draw logical conclusions and make generalizations.
By the end of Grade 8, students:
8. Follow and construct logical arguments, and
judge their validity.
10. Utilize their mathematical reasoning skills
in other disciplines and in their lives.
11. Use reasoning rather then relying on an answer
key to check the correctness of solutions to problems.
The (RST)2 curriculum modules depend heavily on groups and individuals invoking their mathematical reasoning skills to work on clarifying the problem(s) presented; forming one or several predictions and reasoning them through to possible conclusions. Because the curriculum employs real life, interesting data there is no answer key to depend on.
Standard 4.7 - All students will develop spacial sense and an ability to use geometric properties and relationships to solve problems in mathematics and in everyday life. K-4,5-8
By the end of Grade 4, students:
8. Develop the concepts of coordinates and paths, using maps, tables, and grids. 16. Develop, understand, and apply a variety of strategies for determine perimeter, area, surface area, angle measure and volume.
The experience with the (RST)2 curriculum during the period of the NSF and Eisenhower grants has given us the confidence to state that the best way to teach these two content objectives is by using images of our planet! Students are enthusiastic and highly motivated to learn material that in the old curriculum is considered to be boring.
Standard 4.9 - All students will develop an understanding of and will use measurement to describe and analyze phenomena. Grades K-4, 5-8, 9-12
Cumulative Progress Indicators (1-19) are not listed separately because all are addressed.
The concept of measurement is central to science, thus, it is a very important focus in the (RST)2 curriculum. All modules depend on students making actual measurements; meteorological, chemical, distance, time, length, to name a few. Students are always required to compare, convert (Fahrenheit-Centigrade), estimate, and order measurements and data from real life situations. They are then required to use these measurements to describe natural phenomena (weather, etc.). Students in the watershed project learn to use one of the premier vector based Geographical Information Systems (GIS) software in the US (ArcView) as well as a raster based GIS system used internationally. They can use these GIS to measure quantities indirectly i.e distance, elevation, patterns of land use.
Standard 4.10 - All students will use a variety of estimation strategies and recognize situations in which estimation is appropriate. Grades K-4, 5-8, 9-12
Cumulative Progress Indicators (1-12) are not listed separately because all are addressed.
As was the case with Standard 9, estimation is another concept central to science, thus, it is also a very important focus in the (RST)2 curriculum. Because the data is actual and real-time; students are required to use a variety of techniques to estimate many parameters. In the meteorology project they include: cloud heights, cloud temperatures, rates of movement of weather systems in order to solve real world problems. For example, one curriculum module involves students in using their skills to estimate how much money their town should budget in order to buy salt for the Winter; this situation engages children in many types of strategies to work on this real problem. In the watershed project they include water quality parameters, vegetation coverages, geological coverages, urbanization to address environmental questions.
Standard 4.11 - All students will develop an understanding of patterns, relationships, and functions and will use them to represent and explain real-world phenomena. Grade K-4,5-8, 9-12
Cumulative Progress Indicators (1-10) are not listed separately because all are addressed.
By the end of Grade 8, students:
10. Analyze functional relationships to explains how a change in one quantity results in a change in another.
By the end of Grade 12, students:
14. Analyze and describe how a change in an independent variable can produce a change in a dependent variable.
Throughout the various (RST)2 curriculum modules students are presented with or collect sets of data and are challenged with the task of discerning a pattern and correlating changes in one parameter with another. For example, understanding changes in patterns of temperature and cloud cover data with changes in relative humidity values and understanding the relationship between water temperature and oxygen saturation values.
Standard 4.12 - All students will develop an understanding of statistics and probability and will use them to describe sets of data, model situations, and support appropriate inferences and arguments. Grades K-4, 5-8, 9-12
Cumulative Progress Indicators (1-27) are not listed separately because all are addressed.
As was the case with Standards 4.9 and 4.10 probability and statistics are also concepts central to doing real science, thus, they are also a very important focus in the (RST)2 curriculum.
Many of the modules require students to access data from the Internet or to collect it at their own school. These data must be understood within the framework of statistics and probability in order for students to formulate and solve the problems that are posed. Students must display the data and make inferences and arguments based on data treatment and display; as well as, make predictions based on data and developed intuition.
Standard 4.15 - All students will develop an understanding of the conceptual building blocks of calculus and will use them to model and analyze natural phenomena. Grades K-4, 5-8
By the end of Grade 4, students:
2. Investigate and describe how certain quantities
change over time.
3. Experiment with approximating length, area,
and volume using informal measurement instruments.
By the end of Grade 8, students:
7. Represent, analyze, and predict relations between
quantities, especially quantities changing over time.
8. Approximate quantities with increasing degrees
of accuracy.
These concepts are a very important focus in the (RST)2 curriculum. Because the data is actual and real-time, students are required to use a variety of techniques to estimate many parameters including: cloud heights, cloud temperatures, rates of movement of weather systems that change over time. In some cases the time frame is short (movement of a weather system); in other cases the time frame is longer (change in the ozone hole; global warming). The remotely sensed data from the LANDSAT and SPOT satellites are uniquely suited for approximation of area and length from space using the concept of the PIXEL.
NEW JERSEY CROSS
CONTENT WORKPLACE READINESS STANDARDS
Five have been identified:
The ability to access and manipulate millions of dollars of cutting edge satellite technology to capture, analyze, and display data is a powerful use of our society's tools. Students learn to use GIS which are the "cutting edge" software used in businesses throughout the world to direct their sales and marketing forces as well as by engendering companies to manipulate and display data. In addition, continued improvement in students skills is directly rewarded by improved ability to use of the technology and achieve greater success in the program. Participation in the problem based curriculum provides students experience in this mode of inquiry that can be easily transferred to other questions.
Some of the (RST)2 curriculum modules involve students applying for jobs as meteorologists, graphics specialists, technology specialists, on-air weather forecasters, camera crews, etc. as part of the module. Students must fill out applications and write resumes in order to be considered to be hired. This type of participation will provide direct experience with the skills described above rather than performing "pretend" scenarios.
The study of science identifies and promotes practices and habits that emphasize the need for safety in the classroom, laboratory, workplace, home and community. The (RST)2 program contains many curriculum modules that involve hand on experiments that support the work with satellite images and the Internet. Safety is of paramount importance in all of these exercises.
NEW JERSEY CORE
CURRICULUM STANDARDS FOR LANGUAGE LITERACY
By the end of Grade 4, students:
5. Participate in collaborative speaking activities,
such as choral reading, plays, and reciting of poems.
6. Participate in discussion by alternating the
roles of speaker and listener.
7. Talk with others to identify, explore, and
solve problems.
11. Give directions and/or instructions.
12. Tell, retell, summarize, and paraphrase ideas.
13. Use visual aids and nonverbal behaviors to
support spoken messages.
By the end of Grade 8, students:
14. Use clear, concise, organized language in speaking situations.
The curriculum modules used in the (RST)2 Program are all based on co-operative learning, therefore, they all rely on group activities. Students must talk to each other within their group as well as interact with other groups in order to work on the problem based curriculum. The modules also depend on students acting as mentors for other students with respect to activities such as: instruction on how to use the technology; and how to make and record the meteorological and environmental data. Group activities always focus on summarizing and paraphrasing ideas in order for the team to: interpret the satellite images, maps and other data; and arrive at a consensus on the outcome of the problem or project, e.g. a weather forecast, a characterization report of stream or river. The central activity each day for greater than 80% of (RST)2 meteorology schools is the preparation of the weather forecast and report to the entire school; this requires the skills described above and the use of clear and concise language. In addition, most of the projects involve the presentation of an oral report that always include visual aids because the satellite images, maps, charts and graphs of data are integral parts of the learning experience.
Standard 3.2 All students will listen actively in a variety of situations to information from a variety of sources. Grades K-4; 5-8
By the end of Grade 4, students:
5. Listen attentively and critically to a variety of speakers.
6. Develop listening strategies, such as asking relevant questions,
taking notes, and making predictions, to understand what is heard.
By the end of Grade 8, students:
8. Demonstrate comprehension of, and appropriate listener response (e.g., listening attentively) to, an oral, report, discussion, and interview.
The group learning, problem solving approach in the (RST)2 curriculum requires that students exercise the skills that will strengthen their listening strategies in order to participate. The students must share data; question each other to determine accuracy and opinion; and listen to evaluate before forming an opinion. The preparation and presentation of reports affords students opportunities to listen attentively, ask relevant questions, and evaluate what is heard.
Standard 3.3 All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. Grades K-4; 5-8, 9-12
By the end of Grade 4, students:
3. Use writing to extend experience.
4. Write for a variety of purposes, such as to
persuade, enjoy, entertain, learn, inform, record, respond to reading,
and solve problems.
6. Write collaboratively and independently.
8. Write to synthesize information from multiple
sources.
10. Revise content, organization and other aspects
of writing,using self, peer, and teacher collaborative feedback (the shared
responses of others).
By the end of Grade 8, students:
16. Write technical materials, such as instructions
for playing a game, that include specific details.
17. Cite sources of information.
19. Write a research paper that synthesizes and
cites data.
The (RST)2 curriculum requires several different forms of writing throughout the modules, projects, and extension activities. The following are some examples of different types of writing. Students keep a weather journal to record their observations of their environment to accompany and explain the data (temperature, barometric pressure, etc.) they collect; the watershed project requires keeping accurate field data and notes to support the monthly aquatic sampling. Many classes write poetry associated with the different meteorological phenomena they are learning about, i.e. clouds, rain, fog, etc. As part of the student mentor program, more experienced students write directions on such processes as how to: download, color enhance, and animate the satellite images; access and use the GIS software; access the web site; download weather data and maps from the Internet; collect and upload meteorological data; and collect, analyze, and upload water quality data for the new students. Most projects in the curriculum modules require a written report from the group. Students must write collaboratively and learn to revise through their own, peer and teacher input. The reports always involve synthesizing information form a variety of sources that students learn to cite.
Standard 3.4 All students will read a variety of materials and texts with comprehension and critical analysis. Grades K-4; 5-8
By the end of Grade 4, students:
4. Use reading for different purposes, such as
enjoyment, learning, and problem-solving.
8. Read with comprehension.
15. Expand vocabulary using appropriate strategies
and techniques, such as word analysis and context clues.
16. Read and use printed materials and technical
manuals from other disciplines, such as science, social studies, mathematics,
and applied technology.
By the end of Grade 8, students:
25. Gather and synthesize data for research from a variety of sources, including print materials, technological resources, observation, interviews and audiovisual media.
Reading with comprehension is necessary for a student to achieve any degree of success in their educational/career goals. The curriculum of the Program engages students in activities that encourage reading for different purposes. The desire to be able to capture a live image of the Earth when a snow storm is approaching New Jersey is a strong incentive for students to read and understand technical material in a manual; in addition, the result is achieved in a finite amount of time, and is visible. This type of reading can help students to begin to expand vocabulary. The problem solving base of the curriculum also helps to focus students energies around collecting data from different sources for the preparation of project activities. In addition, the inclusion of catastrophic natural phenomena such as hurricanes, tornadoes, and blizzards in fiction and non-fiction is a natural bridge between the (RST)2 and the literature used in other parts of the curriculum.
Standard 3.5 All students will view, understand, and use nontextual visual information. Grades K-4, 5-8, 9-12.
2. Demonstrate the ability to gain information
from a variety of media.
4. Articulate information conveyed by symbols
such as those found in pictorial graphs, map keys, and icons on a computer
screen.
8. Use simple charts, graphs and diagrams to
report.
10. Take notes on visual information from films,
presentations, observations, and other visual media, and report that information
through speaking, writing, or their own visual representation.
13. Choose and use multiple forms of media to
convey what has been learned.
14. Integrate multiple forms of media into a
finished product.
By the end of Grade 8, students:
17. Solve problems using multimedia technology and be able to browse, annotate, link, and elaborate on information in a multimedia data base.
The central theme in the (RST)2 Program is that students act as scientists. They collect and analyze real time data, both visual and numerical; develop hypotheses; draw conclusions; pose additional areas for study; and prepare and present reports. Participation in the curriculum encourages the development of all the indicators listed above because they are an essential part of the work of a scientist. For example, students in the watershed project will prepare a "characterization report" on the water quality in the section of their watershed they have been studying for the year. The report will be assembled using multiple forms of media including GIS software and other multimedia databases.
NEW JERSEY CORE
CURRICULUM STANDARDS FOR SOCIAL STUDIES
By the end of Grade 8, students:
10. Evaluate a decision about the balance between economic growth and environmental preservation.
By the end of Grade 12, students:
16. Analyze and evaluate economic growth in the context of environmental conditions and sustainable development.
The watershed project focuses on the interactions between the economy and the environment in the watershed in which the students live. They have access to the same GIS software and environmental data sets as scientists at the NJ Department of Environmental Protection. These data sets include land use designations; locations of contaminated sites, wetlands, forests; and many other coverages. Students are engaged in examining real problems and environmental issues in their community which often require analysis of economic and environmental concerns.
Standard 6.7 All students will acquire geographical understanding by studying the world in spatial terms. Grades K-4, 5-8, 9-12
Cumulative Progress Indicators (1-12) are not listed separately because all are addressed.
One of the skills that is critical for students to develop as they progress in the (RST)2 curriculum is the ability to think spatially. Utilizing images of the Earth keeps interest high. For example, in the meteorology project, in order for students to make a prediction about the arrival of a snow storm that might close school, they are compelled to think spatially. In order to predict the time of day that satellites will be over their schools they must understand world time and time zones. Many activities involve tracking storms such as hurricanes which require an working knowledge of latitude and longitude. Students rapidly learn to make mental maps in order to follow cold and warm fronts. These exercises in spatial thinking can enrich many different activities in the social studies curriculum. In the watershed project students use raster GIS software to manipulate LandSat images of the watershed in two and three dimension. They also use vector GIS software to view and create maps depicting environmental data from the NJDEP as well as data that they generate from their own studies.
Standard 6.8 All students will acquire geographical understanding by studying human systems in Geography. Grades K-4; 5-8
By the end of Grade 4, students:
3. Compare the effects of geography on economic
activities locally and in New Jersey, the United States, and different
parts of the world.
5. Compare the physical characteristics of places
and regions.
By the end of Grade 8, students:
8. Explain the causes and effects of urbanization.
9. Give reasons for the changes in spatial patterns
of human activities.
11. Give reasons for global interdependence.
The geostationary satellite images available to students in the (RST)2 meteorology project have the boundaries of the countries of the world gridded on them. In addition, major geographical and environmental features of our planet can be viewed on these images from space. The complexities of human interactions with our environment can be studied using this spatial context. In addition, the connection between environmental conditions such as climate, meteorological phenomena, and economic activities can be tied to live images of the entire globe obtained each day instead of picture in a text book. Students in the watershed project learn to perform a "land use classification" using the GIS software; this allows them to view changes in concentrations of populations in their own communities over time. These classifications result in a hands -on real life understanding of urbanization and its effects.
Standard 6.9 All students will acquire geographical understanding by studying the environment and society. Grades K-4, 5-8, 9-12
Cumulative Progress Indicators (1-8) are not listed separately because all are addressed.
One of the major concerns addressed in the (RST)2 curriculum is
that students be exposed to the relationships between humans and their environment.
Many of the activities focus on how the physical environment affect and are
effected by humans. Other activities focus on how human modifications to the
atmosphere, such as ozone and acid rain, impact populations both where the pollution
occurs and in other locations. Still other activities highlight human use of
resources such as water or human impact on the environment through discharges
in to surface and ground water.
This page last updated: December
1999
Site maintained by RST2 Staff @ Ramapo
College
Contact Dr. A. Cristini, Project Director