Watershed-Based Science Curriculum Group
The Watershed-based Science Curriculum Group is part of the Altamaha Initiative, a multi-disciplinary service learning course offered Spring 2001 at the University of Georgia. This group has been formed, primarily, based on the need for a watershed-based science curriculum in middle schools, as expressed by the Macon-Bibb County government and Upper Oconee Watershed Network. Additionally, the following rationales have also been a catalyst to defining the need and group formation.
The philosophy of science for the Georgia's Quality Core Curriculum states that "Science education in Georgia must provide students with the concepts and skills necessary to be responsible, active caretakers of their micro and macro environment...function effectively in, and contribute positively to, society." But examination of the science curricula indicates that it does not currently fulfill this goal.
Young adolescence is a critical formative stage. Therefore, young adolescents should be educated to feel the need to "make a difference" and should be provided with educational opportunities that are not only academically rigorous, but provide mechanisms for application of learning. Young adolescents display potential for a wide range of intellectual ability, and they prefer active learning experiences, especially in combination with peer interactions. Therefore, rather than science curricula being primarily fact driven, there is a need to organize curriculum into themes with problems that connect science/technology with self, community, society, and the future (Morell 1996) focusing on authentic environmental problems. This need also points to the crucial role of teachers in imparting responsible science education, and they should be adequately prepared and backed. However, studies indicate that middle school teachers report that they are often not prepared in domain, pedagogical, or technical knowledge to provide students with conceptually advanced, complex scientific concepts in connection with scientific inquiry (Hurd 1997). In addition, teachers often report that there "is not enough time in the day to find appropriate information and resources" for undertaking meaningful curriculum projects.
Therefore, cognizant of the above facts and/or rationales, the goal of the group is to develop a science curriculum for middle schools that integrates watershed concepts and issues into Georgia's Quality Core Curriculum requirements. The curriculum is so designed that teachers can choose to adopt the entire curriculum or to incorporate parts of it into their existing curricula. The goal of the group is achieved by accomplishment of the following activities:
- Create an introduction to watersheds and freshwater ecosystems, and create water and watershed related activities for teachers and students.
- Compile information resources for teachers and students.
- Identify issues for service learning projects
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