Some thoughts about how this project meets the  
National Science Education Standards
 
TEACHING STANDARDS 
TEACHING STANDARD A: Teachers of science plan an inquiry-based science program for their students. In doing this, teachers  
1. Develop a framework of yearlong and short-term goals for students. 
2. Select science content and adapt and design curricula to meet the interests, student understanding and nurture a community of science learners. 
3. Work together as colleagues within and across disciplines and grade levels.
During the school year at Piner High School, the two authors of these webpages work collaboratively with one another and with a small group of colleagues within Fulton Valley Prep, a Learning Community (or mini-school) which serves approximately 160 students, grade 9-12. We develop curriculum within the sciences and the humanities and are beginning to develop units which will integrate studies across the entire curriculum.

Our work at the Woodrow Wilson Environmental Studies Institute has allowed us to deepen our collaboration as we developed a Stella model of the biomagnification of mercury and thus to meet one of the criteria in Teaching Standard A(above) as well as a number of those in Professional Development Standard A (below).
 
PROFESSIONAL DEVELOPMENT STANDARDS
PROFESSIONAL DEVELOPMENT STANDARD A: Professional development for teachers of science requires learning essential science content through the perspectives and methods of inquiry. Science learning experiences for teachers must  
1. Involve teachers in actively investigating phenomena that can be studied scientifically, interpreting results, and making sense of findings consistent with currently accepted scientific understanding.  
2. Address issues, events, problems, or topics significant in science and of interest to participants. 
3. Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. 
4. Build on the teacher's current science understanding, ability, and attitudes. 
5. Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry.  
6. Encourage and support teachers in efforts to collaborate.
In our research on mercury, methylmercury and the impact of these metals on the Florida Everglades, we explored dozens of academic and agency studies (see a selected bibliography in our  Links section). In order to create the Stella model, we had to learn about a new technological resource, to work together to make sense of our research, and to reflect continually on what we had learned. Our project addresses the highlighted elements of the following Content Standards:
 
CONTENT STANDARDS
CONTENT STANDARD[Unifying Concepts and Processes] : As a result of activities in grades K-12, all students should develop understanding and abilities aligned with the following concepts and processes:  
1.  Systems, order, and organization   
2.  Evidence, models, and explanation  
3.  Constancy, change, and measurement   
4.  Evolution and equilibrium
CONTENT STANDARD A [Science as Inquiry]: As a result of activities in grades 9-12, all students should develop  
1. Abilities necessary to do scientific inquiry  
2.  Understandings about scientific inquiry  
3. Form and function 
CONTENT STANDARD C [Life science]: As a result of their activities in grades 9-12, all students should develop understanding of  
1. The cell 
2. Molecular basis of heredity 
3. Biological evolution 
4. Interdependence of organisms   
5. Matter, energy, and organization in living systems  
6. Behavior of organisms 
CONTENT STANDARD D [Earth and space science]: As a result of their activities in grades 9-12, all students should develop an understanding of  
1. Energy in the earth system  
2. Geochemical cycles  
3. Origin and evolution of the earth system  
4. Origin and evolution of the universe 
CONTENT STANDARD F [Science in personal and social perspective]: As a result of activities in grades 9-12, all students should develop understanding of  
1. Personal and community health  
2. Population growth  
3. Natural resources  
4. Environmental quality  
5.  Natural and human-induced hazards  
6. Science and technology in local, national, and global challenges