Using geospatial technology, secondary students will analyze biodiversity conservation issues in their local or regional environment as well as in the Brazilian Amazon and Chiapas, Mexico. Through a range of ICT tools and experiences, students will interact with scientists, conservation professionals, undergraduate interns, and graduate students who are working on biodiversity-related research in international settings. Crossing Boundaries students will collaborate with peers to produce wiki reports, create podcast presentations, and exchange web-mediated peer reviews.
Each international curriculum unit will:
address biodiversity conservation issues that provide meaningful and relevant contexts for student investigations.
address core concepts in the NYS Learning Standards for middle and high school grades in the fields of science, technology, information systems, and interdisciplinary problem solving.
be “educative” in the sense that they will provide opportunities for teacher as well as student learning (Davis & Krajcik, 2005),
use ICT for multiple purposes, and involve exploration of ICT-related careers through use of video interviews and interactive webcasts, blogs, and other communications with undergraduate interns and graduate student role models.
Using geospatial technology, secondary students will analyze biodiversity conservation issues in their local or regional environment as well as in the Brazilian Amazon and Chiapas, Mexico. Through a range of ICT tools and experiences, students will interact with scientists, conservation professionals, undergraduate interns, and graduate students who are working on biodiversity-related research in international settings. Crossing Boundaries students will collaborate with peers to produce wiki reports, create podcast presentations, and exchange web-mediated peer reviews.
