The 
Environment 
 
Collaborative research project for full-inclusion class

                            
Beryl Olmstead

Mendocino Middle School

California State Framework Areas:
Science/
Language Arts

Grade Level: 6-8

Length of Project:
6 weeks

Produced in conjunction with the NASA K-12 NREN Partner School 
Program and the California Telemation Project

I. INTRODUCTION
This unit features primary research on environmental topics via the 
Internet by science/language arts students in Grades 6-8 with special 
needs students fully included. 

The class will brainstorm a list of topics involving the environment 
(ecology, endangered species, the rain forest, erosion, toxic waste, 
recycling, etc.) which will be the basis for collaborative reports by 
cooperative learning groups. Initially, students will be guided to 
specific destinations on the Internet and then will explore on their own 
- with the assistance of peer partners as needed. Each group will write a 
report with the guidance of Science and Language Arts teachers who 
will have collaborated on appropriate research, notation, and reporting 
formats.

After completing their reports and presenting them to their peers, 
students will be encouraged to contribute to Kidnet, an environmental 
bulletin board/on-line discussion group, to exchange information and 
learn more about their environmental issue.

Purpose:

To empower students in a fully included class to access primary 
scientific research on the Internet and successfully incorporate it into a 
cohesive report on an environmental issue through the collaborative 
efforts of science and language arts teachers. To share scientific 
information with peers (and professionals, where appropriate) on the 
Internet.



This project incorporates key elements of the English/Language Arts  
Science Frameworks. 

- English/Language Arts
- exploring real-life (environmental) dilemmas faced by all human 
beings
- becoming aware of the cultures of different countries as they interface 
with current (environmental) issues
        	
- Science
developments in one field can have major implications for another
- maximize studentÕs exposure to high-interest science topics, such as 
environmental science

II. STUDENT OUTCOMES
	Students will:

	1. learn and analyze information  about environmental issues 
from primary sources on the Internet.

	2. become aware of the world-wide availability of information 
on the environment and the range of ongoing environmental 
communication in the areas of preservation, protection, and the law

	3. work cooperatively with peers to develop, write, and share a 
report on a specific environmental topic

	4. gain independence and confidence in using the Internet for 
scientific research

	5. participate in writing a report that meets appropriate criteria as 
stated in the California Language Arts and Science Frame works

	6. make an informed contribution to an Internet discussion 
group by sharing information and asking appropriate questions
		
III. ACTIVITIES	

Prep 
	
	- Language arts and science teachers collaborate to establish 
formats and procedures for research, notation, reporting, and 
assessment
	- Teachers form cooperative learning groups of 3 to 5 students, so 
that each group ideally has at least one member who is conversant 
with the Internet
	
	

	Week 1

	- Teachers lead students in a brainstorming session on 
environmental topics and each cooperative learning group selects a 
topic for their report. Opportunities for research on the Internet are 
discussed.

	- Students begin research via the Internet with help from staff 
and peer tutors. Each group maintains a Telecommunications Journal, 
on disk, where they record their destinations on the Internet and 
analyze the value of the information they discover.


	Weeks 2-4

	- Students continue research and complete reports. Each student 
participates in the on-line, notation, and reporting activities. Reporting 
skills as outlined in the Language Arts Framework are used to prepare 
reports on paper and disk.  Internet addresses (Òelectronic footnotesÓ) 
are included on disk version.
	
	Week 5

	- Cooperative learning groups present their reports to peers and 
staff followed by discussion. Copies of edited disks are placed  in 
student portfolios.

	Week 6

	- Groups go on Internet and shadow discussions on listservs and 
newsgroups about the environment and where appropriate make 
contributions as informed participants



	Telecommunications Journal

	- Gopher Servers
		
- ERIC - Clearinghouse for Science, Math, Environment

- Envirogopher, The Envirolink Network
	- Lund University Electronic Library
	- ERIN - Australian Environmental Resources Information  
Network
	- Ecogopher at the University of Virginia (library and fact sheets) 
	- Whole Earth Lectronic Link (environmental issues and ideas)

	- Mosaic
- Planet Earth Home Page

- Jason V (rainforest)

	- Telnet
- Far West Lab

- KQED Learning Link

- Indiana University School of Law (environmental law)
	- EnviroNet (data)
	- Environmental Services Data Directory (database)

IV. ASSESSMENT

 - Self-evaluation: Students will write a self-evaluation based on the 
criteria established by the teachers at the outset of the project and their 
own reflections about the project.

- Peer-evaluation: The cooperative learning group will evaluate its 
outcomes and the contributions of its members based on the above 
criteria.

- Teacher evaluation: The Language Arts and Science teachers will 
evaluate student work (notes, written report, oral presentation, disk) 
based on the above criteria. Disks will be placed in student portfolios.