Relationships:

To the National Science Standards:

The TOL module demonstrates multiple correlation's to the National Science Standards. The project itself is inquiry based. We, as a team, have provided the basic structure and concepts, but teachers are encouraged to have their students develop their own inquiry based experiments and then use the structure we have put in place. Students may choose to experiment with any of the measurable pieces of data and can also do some comparative studies between regions. A student may choose to study the ozone levels of a highly urban area versus a rural area, for example. They may choose to study the specific effects of temperature on ozone, or wind speed on ozone, etc. The choices are almost endless. Through this method, then, students are able to design any number of experimental hypotheses and then use the module as a means by which to measure and analyze their data, thus providing the students an opportunity to "develop sophistication in their abilities and understanding of scientific inquiry."
They would begin with the process of inquiry through small group or class discussions. The inquiry process would begin, then, with inquiry! Teachers would engage the students in open-ended discussions together with concept mapping in an attempt to gain an understanding of the students' basic knowledge of, in this case, tropospheric ozone. From this information, teachers can begin to engage students in the next steps of the inquiry method. Teachers would encourage students to form a hypothesis about their course of inquiry and then proceed with class discussions, a peer review, of sorts, about the proposed hypotheses. With the help and input of their fellow students, the student scientists will develop meaning and understanding surrounding their inquiry. From here, the students will design and conduct their investigations concerning their hypotheses. They will use both technology, in the form of the computer and scientific equipment, as well as math, in the form of conversions, analysis and graphing. In conclusion they will recognize and analyze their data and models and be prepared to communicate and defend their scientific arguments.

                                            To the District Science Standards:

                                     Denton Independent School District
                                                  Science Program
As written by the:                 Academic Council for Teachers of Science

    What the future holds in store for individual human beings, the nation and the world depends largely on the collective wisdom with which humans apply scientific knowledge and technology. This wisdom depends on the character, distribution and effectiveness of the education that people receive.
    As science educators, we believe that science education in the Denton Independent School District should involve the active participation of students in an environment where the teacher serves as a facilitator and students develop scientific habits of the mind which will enable them to think analytically and to act creatively and ethically as they address problems in our technological society. Science education should encourage student's natural curiosity about their world and should foster a respect for all living things and their environment. Ultimately, science education should be applicable to all student's lives and provide students with the knowledge, creativity and hope to be part of the adventure of discovering new frontiers.
    By stressing key concepts of scientific literacy and knowledge rather than a large body of isolated facts and by emphasizing the interconnectedness of all science disciplines, the goals of our K-12 science program will enable students to acquire an appreciation for scientific inquiry, attitudes that foster ethical and responsible approaches to scientific problems and issues, and the skills necessary to proficiently conduct authentic scientific inquiry. Four major components of science education are the cornerstones, the broad goals, of our program: Appreciation and Attitudes, Scientific Inquiry and Skills, Problem Solving and Application, and Responsibility and Ethics.

Appreciation and Attitudes

The goal of the program component Appreciation and Attitudes is to instill in students positive attitudes toward science and toward themselves as scientific inquirers. Science and technology are human enterprises that have increased knowledge and understanding and have brought satisfaction and comfort to humankind. The power of science is derived from the creative endeavors of the human mind that need to be understood, developed, and appreciated.

Students will:

Exhibit enjoyment and curiosity when engaging in science endeavors
Articulate ways in which they perceive themselves to be developing as scientists
Demonstrate respect for individual differences and opinions and avoid stereotypical generalizations regarding scientists and scientific work
Recognize that the nature of science requires an openness to new evidence and to the tentativeness of scientific/technological knowledge
Demonstrate a knowledge of career opportunities in science and related fields.

Scientific Inquiry and Skills

The goal of the component Scientific Inquiry and Skills is knowledge and proficiency in inquiry.
Science knowledge accumulates slowly as scientists seek explanations of phenomena. Acquisition of knowledge helps an individual to understand how the universe operates, and helps people evaluate their place, significance and role in the total environment. Attention to this component of science education ensures that students will acquire the skills necessary to safely engage in science investigations.

Students will:

Apply the scientific inquiry method by

            - Asking questions about observed objects and events that can be addressed by the
                scientific method
            - Formulating hypotheses based on research, observation and/or inferences about objects
                or events
            - Designing and carrying out experiments to test their hypotheses while:
                    --Assessing the appropriateness of the methodology of an experiment
                    --Evaluating an experiment as a valid test of the hypothesis
                    --Controlling variables by identifying and selecting the manipulated, constant
                          and responding variables in order to manage the conditions of an experiment
            - Making and recounting detailed observations during an experiment
            - Organizing, interpreting and drawing conclusions based on data collected from the
                 experiment
            - Reporting scientific findings

Demonstrate proficiency in the process skills of science by:

            - Observing objects and events
            - Classifying objects, ideas, events by considering similarities
            - Communicating information and ideas to others by describing and analyzing phenomena
                 through written and oral language
            - Measuring by developing and using appropriate tolls and units of measurement
            - Inferring by drawing conclusions based on reasoning and prior knowledge
            - Predicting by making forecasts of future events or conditions based upon observation
                 or inference
            - Relating discoveries made using classroom objects and events to other objects and
                 events in real life
            - Defining operationally by describing what is done and observed

Locate, collect, analyze and evaluate sources of scientific information by:

            - Reading and demonstrating comprehension of scientific information found in
                  newspapers, magazines, and scientific journals
            - Interpreting graphic displays of scientific information
            - Distinguishing between science knowledge and personal opinions and beliefs
            - Relating science concepts to appropriate scientific vocabulary

Demonstrate proficiency in the correct use of science/laboratory equipment and techniques
Demonstrate correct use of safety equipment and techniques

Problem Solving and Application

The goal of the component Problem Solving and Application is competence. All of the processes and tasks in problem solving require the ability to apply knowledge in new contexts. This component of our program enables students to use their broad understanding of the conceptual schemes of science knowledge in order to apply them in solving the problems they encounter in their lives.

Students will:

Apply prior knowledge and experience to new and challenging situations
Create new ways to apply scientific knowledge to problems and issues
Think critically and independently to make informed decisions about their world from personal and social perspectives
Analyze the actions and interactions of scientists in order to identify the strengths and limitations of the scientific process
Use technology as a tool for acquiring, organizing, and reporting scientific information, for creating and replicating scientific investigation and for solving problems

Responsibility and Ethics

The goal of the component Responsibility and Ethics is wisdom. The benefits of science and technology can serve society well only if decisions controlling the power and consequences of science are made with wisdom, which comes from informed attitudes and a sense of ethics. This component of science education will enable students to use scientific knowledge, problem-solving skills, and informed attitudes in making responsible, everyday decisions.

Students will:

Identify scientific issues and analyze the effect(s) of specific decisions on the environment, society, and on their own lives
Participate actively in forming social and political decisions on matters involving science and technology
Use knowledge and experience to evaluate the worth of science research in articulating the value of technology and in analyzing problems that result from its uncontrolled use
Apply scientific knowledge in an ethical manner to improve the quality of life

To our Local Community:

We, the authors, set out to design a module, a project, as it were, that could be used and shared by all science teachers, K-12. We chose a topic that is extremely relevant and pertinent globally, but one that is also deeply touching us on the local level. It is also one in which all of our students interact with (possibly unknowingly) everyday.

In our school district all 13 of our schools are registered G.L.O.B.E schools. We will implement this project, then, with the G.L.O.B.E. teachers within each school. This will benefit our small community greatly as we are currently in exceedence of the Environmental Protection Agency's
Air Quality Standard and thus are in violation of the standard and are no longer in "attainment". Based on their findings, the EPA is currently in the process of implementing mandates for controls on emissions. Part of our overall problem is that we are considered in the "metro-plex" area which includes Dallas and Fort Worth, each of which maintains a population exceeding 1 million people. Our community of Denton, has approximately 66,000 people. Since we are grouped as a part of the metro-plex, however, all mandates will be placed in effect for the entire area! Many fears abound of how small business, etc. will cope with the new mandates. The students, then, will play a vital role in the study of the local ozone levels and will learn a great deal concerning how they personally contribute to the problem as well as what they can personally do to help reduce the problem.

One can say, then, that this project, for our community, extends beyond initial inquiry and delves into practical application and ramifications of tropospheric ozone on our plants and animals, our personal health, our livelihood and, in essence, our everyday lives.

Our goal for this project was to simply place structure around open inquiry. What each teacher, school, or class does with their inquiry is entirely personal, and within their control. It is our only hope that through the sharing of data, that each of us may gain a greater understanding of the topic of study, in this case, tropospheric ozone levels, TOLs, and their many effects on our lives.

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