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EnvironMentors Mentor Manual 2011-2012

EnvironMentors is an initiative of the National Council for Science and the Environment

The National Council for Science and the Environment (NCSE) improves the scientific basis of environmental decision-making through collaborative programs with diverse communities, institutions and individuals.

The Council works for a society where environmental decisions are based on an accurate understanding of the underlying science, its meaning and limitations, and the potential consequences of action or inaction.

While an advocate for science and its use, the Council does not take positions on environmental policy issues and is dedicated to maintaining and enhancing its reputation for objectivity, non-partisanship, and achievement.

The Council has programs in five strategic areas (for details please visit www.NCSEonline.org): STRENGTHENING EDUCATION AND CAREER DEVELOPMENT NCSE brings members of the academic community together to improve their environmental programs and increase their value to society. Programs in this area include: • The University Affiliate Program provides services to advance programs at 150+ member schools ranging from large private and public research institutions to smaller liberal arts institutions.

• The Council of Environmental Deans and Directors brings academic leaders together to improve the quality and effectiveness of environmental programs on the nation’s campuses.

• The EnvironMentors Program prepares high school students in underserved communities for college programs and careers in science and environmental professions.

• The Campus to Careers program partners with government agencies, businesses, and foundations to advance young people in environmental careers through fellowships, internships, and other means.

SCIENCE SOLUTIONS FOR ENVIRONMENTAL CHALLENGES The Council brings stakeholders together to develop and implement science-based solutions to specific environmental challenges. This area includes three programs: • The National Commission on Science for Sustainable Forestry provides practical information and tools to serve the needs of forest managers and policymakers to improve sustainable forestry.

• The Wildlife Habitat Policy Research Program produces information and tools to accelerate the conservation of wildlife habitat in the United States through State Wildlife Action Plans.

• The Outlook Forest Research Dialogue enhances research coordination, collaboration, and partnership within the forestry community.

NATIONAL CONFERENCE ON SCIENCE, POLICY AND THE ENVIRONMENT The Council annually brings together over 800 leaders from science, government, corporate and civil societies to develop strategies to improve decision-making on a major environmental theme. Following the conference the strategies are disseminated and catalyze new initiatives with key communities.

PUBLIC EDUCATION – THE EARTH PORTAL Through the Environmental Information Coalition, the online Earth Portal (www.earthportal.org) was launched on April 27, 2007. Currently, nearly 1,000 scholars from over 60 countries have contributed comprehensive and accessible resources for a global audience of decision makers and the general public.

SCIENCE POLICY NCSE builds understanding of, and support for, environmental science and its applications, and the programs that make it possible. The Council presents expert testimony to Congressional committees, consults regularly with key decision makers in government, and works to promote funding for environmental programs at numerous federal agencies.

EnvironMentors 2011-2012 Mentor Manual Table of Contents Section

Page Mentoring Introduction Mentor Definition/Characteristics EnvironMentors Mentor Expectations Mentoring Ten Essentials Mentor Benefits How To Be an Effective EnvironMentor Tips for Good Communication and Listening EnvironMentors Guru Answers Your Questions Mentor Do’s and Don’ts Mentor Resources

1 Program Basics About EnvironMentors Student Commitments Support from Your EnvironMentors Chapter Technology Integration Initiative College Access Initiative College Access and Success Timeline 2010-2011 Program Calendar Student & Mentor Progress Chart EnvironMentors Photo Contest

2 Mentor and Student Benefits of Mentorship About Your Student Best Meeting Times Student & Mentor Meeting Commitment Form – Assignment Mentor Interviews: Education & College Experience Career & Work Experience

3 The Scientific Method Introduction The Steps of the Scientific Method Test Your Knowledge

4 Project Planning Introduction Environmental Conservation & Stewardship Environmental Issues and Terms Test and Puzzle Environmental Issues and Terms Worksheet Project Brainstorming What You Know Project Topic Form – Assignment

5 Background Research Introduction Library & Internet Research Skills Where to Get Started Annotated Bibliography – Assignment Identifying and Interviewing an Expert Expert Interview Notes – Assignment

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1 2 3 4 5 6 7 9 11 19

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Background Research Paper – Assignment

6 Forming a Hypothesis Introduction Hypothesis Form – Assignment

7 Designing an Experiment Introduction Variables Developing an Experimental Procedure Creating a Materials List Experimental Methods & Materials List – Assignment

8 Data Collection & Analysis Introduction Study Site Characterization Raw Experimental Data – Assignment Data Analysis Data Analysis – Assignment

9 Drawing a Conclusion Introduction Data Interpretation Worksheet Discussion & Conclusion – Assignment

10 Communicating Your Results Introduction Research Paper Outline & Writing Tips The Abstract Writing Tips Final Research Paper – Assignment Public Speaking & Presentation Tips Display Board or Poster Elements & Design Tips Project Display Board – Assignment Teaching Tips Elementary School Visit Lesson Plan – Assignment

11 EnvironMentors Fair & Scholarships Scholarship Program Chapter Fairs National EnvironMentors Fair and Award Ceremony EnvironMentors Scholarships Environmentors Annual Fair Experimental Science Evaluation Form

Students set up for the 2008 National EnvironMentors Fair

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Mentoring Introduction

Mentor Definition/ Characteristics: A mentor is a person that can give emotional and moral encouragement to a youth in need of life guidance. Mentors have career experience and are willing to share their knowledge for the benefit of the student. They act as advisors to a specific field of interest, academic tutors in their area of expertise, and work to optimize the student’s educational experience and familiarize them with the field opportunities of the student’s preference. Beyond serving as an advisor or supervisor for the EnvironMentors research project, the mentor takes an active interest in the student’s academic and professional development as a budding scientist and scholar. As such, mentors are also sources of information about career and college opportunities for their students. i*

Beyond supporting your student in the development of his or her EnvironMentors research project, you may also take an active interest in your student’s academic and professional development as a budding environmentalist, scientist, and scholar. Most importantly however, individuals serving in EnvironMentors need to stick to the roots of the original definition of the word mentor, “a trusted friend, counselor”.

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Expectations  Meet with your student - mentee once-per-week, or at least three-times-per-month, at a consistent and time and location which is convenient to both the mentor and student.  Stay in contact with your student via phone, e-mail, and the EnvironMentors Community between in person meetings.  Accompany your student to mentor-mentee skills workshops, field trips, and other scheduled events.  Work closely with your student to elicit a research topic based on the student’s personal interests and concerns about the environment  Provide guidance and support for your students to develop the background research paper, design and conduct the experiment research, analyze the data, and develop conclusions for the project.  Help your student create a lesson plan based on his or her project for presentation at the elementary school teaching presentations.  Assist your student complete their final EnvironMentors project research paper and develop a project poster or display board for presentation at the elementary school teach-ins, chapter EnvironMentors Fair, and any other presentation opportunities that may become available  Help your student fully prepare for your university chapter EnvironMentor’s Fair.

In addition to these objective roles, we ask mentors serving in EnvironMentors to stay in step with the overall guiding principles of the program including that EnvironMentors:  Inquiry-based student-driven learning. Mentors should strive to elicit their student’s thoughts and ideas about project topics and next steps in their research by continually asking their student what he or she thinks rather than directing the project.  builds academic skills including literature and experimental research skills, analytic and critical thinking skills, writing and presentation skills - that will hopefully last a lifetime.  works to stimulate student’s own creative thinking processes and problem solving skills in which students learn to think independently and develop a greater sense of self confidence in the process.  helps students consider various future college and career options with an emphasis on opening doors to environmentally-related college degree programs and professions.  informal college counseling  support with admissions and financial aid applications

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EnvironMentors Mentoring Ten Essentials Similar to the ten essentials of wilderness backpacking, including such survival items as a compass and map, water and food, the following are the ten essentials of effective mentoring with EnvironMentors.

1-Establish a positive, trusting relationship with your student.

Before doing anything related to the EnvironMentors research project, work to establish a positive, trusting relationship with your student. Acknowledge that all students are different and some will be more open with you than others. Move beyond the structured questions presented in the “Getting to Know You” interviews and begin asking your student open-ended questions. This will lead him or her to disclose information he or she may not otherwise be willing to share. Listen to your student with ears and eyes, paying close attention to what he or she is verbally and nonverbally communicating to you.

Engage your student in some fun activities such as going out for a meal, to a movie or whatever your student might find fun. Ask your student what some of his or her favorite weekend activities are and build from there. When the bond between you and your student is strong, when he or she trusts, respects, and has befriended you, your student will not want to let you down. Rather your student will want to show up for meetings and follow through on assignments. This will make your work together on the EnvironMentors research project flow much more easily. Experience has shown that the likelihood of your student completing his or her project is much higher when you share a strong, mutually trusting relationship.

2) Get to know your student’s family.

In so far as possible, make an effort to get to know your student’s family or guardian(s). Remember that some families will be more open to welcoming you as their child’s EnvironMentor than others. By learning more about your student’s family, you will gain insights into his or her life and character traits that you may not otherwise. The more you know about your student’s family and his or her home life, the more insights you will gain about your student’s strengths, motivations, and areas in need of development.

Befriending your student’s family will help them learn about EnvironMentors, the opportunities available to their child through the program, as well as the expectations of all students in the program. With their support you will have a better chance of engaging your student to make weekly mentor meetings, complete assignments on time, and make EnvironMentors a priority.

3) Obtain all of your student’s contact information.

Some students will have multiple forms of media they use to stay connected with friends and family and others may not have a cell phone or computer in their household. Given the former, make sure to obtain your student’s family and personal cell phone numbers, their e-mail addresses, Facebook page, and any other media they may use. Also make sure to have your student coordinator and EnvironMentors lead teacher contact information so that you can easily communicate small successes and/or challenges you may face along the way. Considering the latter you may wish to help your student establish a Yahoo, or other free e-mail account at school (if they don’t have one already), and make sure to have them check it regularly.

In addition, make sure your student has all of your contact information (that you are willing to share).

The most important thing to impress upon your student is the absolute necessity of taking personal responsibility to contact you if he or she will be unable to make a meeting. Remind your student that providing at least a 24 hour notice of the need to miss a meeting or appointment and returning a phone call is standard operating procedure and that you expect the same of him or her.

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4) Establish consistency in day of the week, time for weekly meetings. Particularly for students for whom inconsistency is the norm, consistency will build rhythm and routine for the EnvironMentors experience. Since location of meetings will vary depending on what stage of the project you are in, choosing a consistent day of the week and time of the day will help establish a routine with your student.

5) Present the whole EnvironMentors project from beginning to end, then break it down into its individual parts. Discuss with your student that they are about to embark on an exciting adventure of scientific inquiry including development of a project topic based on personal interests about the environment. This may at first seem overwhelming to your student. Assure your student that you will be with them as their coach and mentor throughout the process and by doing well in each of the project’s phases they will strengthen their chances of doing well at your chapter’s fair with the possibility of winning a scholarship and being selected to travel to the national EnvironMentors Fair in Washington, DC. 6) Help your student develop a project topic based on his or her personal interests. Students who are strongly invested in their project topic are far more likely to complete their project than students who have a lesser interest and investment in their topic. All students are different and some will naturally bring stronger interests in the environment and be more intrinsically motivated than others.

Your student may readily generate a battery of ideas for projects in which case you will need to help focus them on what they seem to be most interested in and a topic that will lend itself to experimental research.

In contrast, your student may struggle to hone in on a topic related to the environment that sparks his or her enthusiasm and passion. In this case, you will need to work with him or her to identify things they are interested in and then help them relate these to the environment. Your job as your student’s mentor during the project planning phase is to first help your student hone in on a project idea that you sense they are most excited about and help them focus their idea into a project topic that will lend itself to experimental research. Keep in mind that the more interested and invested students are in their project topic strongly correlates with the likelihood of them completing their final EnvironMentors project.

7) Focus on skills development. EnvironMentors is a skills focused program and carrying out the EnvironMentors Project is a complex undertaking. It includes using a wide variety of skills including research and writing skills; creative, analytic, problem solving and critical thinking skills; and many others. These are all skills needed to carry out an independent, inquiry-based experimental research project. No student will excel in all areas. In fact, many of our students require support in many of the skills needed to complete the EnvironMentors Project. As you and your student settle into a pattern of meetings and work on the project, the difficult skills for your student will begin to emerge. As an EnvironMentor, you have an opportunity to specifically target skills your student finds challenging, and custom tailor strategies to help your student improve in these areas.

8) Get your student outside and into nature and your community as much as possible.

Many EnvironMentors students have grown up in urban areas with little opportunity to get out into the natural world. This makes it difficult to help a student come up with an EnvironMentors project topic on an environmentally related issue or problem when they have had such limited exposure to the natural world.

Following are some ideas for getting your student out into the natural world: •

Make an effort to accompany your student on any field trips organized by your EnvironMentors chapter

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Take your student on a “photo safari” with a digital camera or camera phone. Taking pictures will help identify things in the natural world your student finds interesting. Next, help your student create a digital scrapbook. Review and discuss the photos, what he or she felt was interesting about the objects in the pictures, and begin to discuss ideas for project topics.

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Try to learn about things your student likes to do, or has as always wanted to do, and build outings around these activities. Ask your student if they’ve ever climbed a mountain to the summit, ever ridden a bike outside of the city, been to a local arboretum, botanical garden, or zoo. Try to build interest and enthusiasm around trying out one or two of these activities, and build your outings around the activities.

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During the experimental phase of the project, make an effort to always accompany your student to his or her study site. All students have a study site for their experimentation, by accompanying him or her to their site builds in three additional exposures to the natural world.

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Throughout the project season be mindful to identify trees, note bird species, or any other seasonal phenology occurring at the moment. The key is to move your student into a greater sense of awareness and appreciation of nature that exists all around them, and which they experience on a daily basis.

9) Expose your student to college.

One of the central goals of EnvironMentors is to interest and prepare our students for college with a particular emphasis on college degree programs in environmental fields. Many of our students have little to no exposure to college, or a context of family members having graduated from college. Since most of our students will claim an interest in going to college, as an EnvironMentor, your role is to help your student navigate what it takes to get into college, academic fields they may want to pursue, college degree and financial aid programs available to them, and the college access and preparation programs available to them. Following are four steps to build this into your mentoring: First, expose your student to college life by holding weekly meetings at campus libraries, labs, student union, and cafeterias. This will provide opportunities to experience different university resources and help excite interest in the university experience.

Second, introduce your student to the various environmental, natural resource, and related programs and departments to help them understand the multitude of opportunities these programs have to offer, and the professions associated with pursuing these programs.

Third, help link your student with the college access and prep programs that exist at your university/ community. Your student coordinator will help identify college prep programs. If you are unsure of college prep programs that may exist in your area, visit National College Access Network, www.NCAN.org.

Fourth, weave in conversations about your student’s hopes and dreams for college and try to gain a good sense of what your student is thinking about regarding college. Work to build enthusiasm and motivation toward these dreams and speak about the sizable benefits of holding at least a 4-year college degree as opposed to not having a degree.

10) Start from your student’s starting point, Our students come from a wide range of socioeconomic backgrounds and stages of development, and each will enter the program at a certain point in his or her development. As a mentor, you need to meet at his or her stage of development, which may be quite different than you may have expected. You, as a mentor, can support your student to move, from where he or she started on the project towards the next stage of development by always

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keeping in mind where your student is in their process of development.

Additionally, throughout the project, your student will want to know, “what’s next”, has he or she come up with the correct next step, the right answer, or conclusion. Again, as an EnvironMentor, you role is to always come back to supporting your student the process of scientific inquiry and in so doing continue to help your student build critical thinking skills. Remember to always ask your student what he or she thinks is the next step, remind them that there are no right or wrong answers or conclusions, only new information which his or her data will ultimately reveal.

Bonus Essentials ENJOY! Don’t forget perhaps the most important essential. HAVE FUN! The EnvironMentors experience will certainly be more fun for you if you make a point of having fun. It will also have an impact on your student as youth will keep coming back for more if they perceive interactions with you and the activities you are doing together as FUN. They will stop coming back if they perceive EnvironMentors as not fun.

While the program can at times get intense, remind yourself to take it easy and have a good time with your student in EnvironMentors!

Manuals are a Must!

Insist that your student bring his or her EnvironMentors Manual and make good use of the worksheets and Weekly Tracking Sheets. The Tracking Sheets can help you help your student stay focused, record accomplishments from the previous week, set goals for the coming week, and keep track their progress in the project. If your student has Community Service requirements to fulfill, the hours you spend together on EnvironMentors can be counted towards fulfilling this requirement. Make sure to include your signature for each time you meet so that your student can legitimately record these hours.

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EnvironMentors Mentor Benefits •

Watching a student achieve and flourish under your guidance

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Develop a one-to-one friendship with a young person who can benefit both personally and academically

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Give back to your community

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Share your interest in the environment with a young person

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Extend your passion for your profession with a student who can benefit from your guidance and experience

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Increase your understanding of local natural history and environmental issues

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Stay up-to-date in your field by doing fresh, interesting research

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Gain knowledge and skills in mentoring

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Increase the caliber of work your mentee will be able to produce

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Network and socialize with other mentors from a broad spectrum of public and private sector agencies, organizations, and businesses

Portions adapted from Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering (National Academy of Sciences, National Academy of Engineering, Institute of Medicine)

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How to Be an Effective EnvironMentor Some of the tips below may seem redundant but they are worth repeating. This section also provides examples for helpful/unhelpful ways to approach particularly challenges that may come up.

Starting Out: •

Mentors and Students should establish their roles in the beginning of the relationship. It is important to make the distinction between mentorship and friendship. The role of the Mentor is to guide the student, as well as encourage them, while maintaining the balance between confidant and role model (See Mentor Definition/Characteristics). While many good mentoring relationships do turn into friendships, it is important to remain objective and honest so that you can properly critique your student’s work and help them advance.

Bad Mentor/Good Mentor Your student comes to you with a significant problem involving their family, The Bad Mentor becomes impassioned with the student’s family situation and confronts the family to change its behaviors.

The Good Mentor feels empathy for the student, gives him suggests on ways to deal with the issues, and perhaps refers the student to a family councilor who is qualified to help.

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Sign the Student/Mentor Meeting Commitment Form, this will document your agreed upon meeting place and time for the rest of the year as well as explain the rescheduling procedures. It is of the utmost importance to adhere to the time you have scheduled to meet and just as important to be on time.

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Make sure the time you have is focused, that means not answering phone calls or allowing visitors to distract the time you have with your student.

To structure your year, write down a list of clearly stated, realistic goals for the mentoring/project experiment and objectives towards reaching them. Keep your student optimistic, but realistic. Students may have unrealistic expectations of what is possible to do for their project. It is important to for you to help them realize their idea in the most practical ways possible. Once you have done that, identify all obstacles and think of possible solutions.

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Example: Virginia’s Poultry Industry’s Effect on the Chesapeake Bay Water Quality Project Goals: 1) Determine the water quality of the Chesapeake Bay 2) Find out how Virginia’s Poultry Industry effects the Chesapeake Bay 3) Design an experiment to test Chesapeake Bay water for signs of poultry pollution Objectives: 1) Conduct research on Virginia’s Poultry Industry 2) Visit the Chesapeake Bay and collect water samples to test for water quality 3) Identify the chemical/nutrient indicator for poultry pollution 4) Test the water for that indicator 5) Determine the level of contamination Obstacles: 1) Transportation to the Chesapeake Bay 2) Learning how to test water quality 3) Learning how to test for the indicator 4) Obtaining testing equipment •

It is also a good idea to write down the responsibilities of both the mentor and student for the length of the mentoring relationship. State your expectations clearly and fairly- but make sure that they are realistic to you and your student’s ability.

Example: Student’s Responsibilities: • Coming to meetings on time and prepared • Making sure you are focused on your project during the meeting time.

• Handing in all assignments when they are due Mentor Responsibilities: • Coming to meetings on time and prepared • Helping the student make contacts, get information, get supplies, and instruct them on how to do specific procedures • Giving the student new opportunities to learn in different settings and with different materials.

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Building a Relationship •

Build your relationship by doing things together that are both productive and fun. This could include going on EnvironMentors field trips or to workshops/symposiums together. It could also just mean making your meetings and experiment as fun as possible. Another way to strengthen the relationship is to share your personal life experiences and wisdom with your student so that they know that you have been in their shoes before. This will help build a mentoring relationship that is based in mutual trust, understanding, and empathy.

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If it is possible, try to meet the student’s family to get a better understanding of their background and influences. This shows the student that you really care about them and are willing to get to know them individually. This type of meeting is meant to strengthen the bond between the Mentor and Student, not for the Mentor to get involved in family life.

Mentor-Student Communication •

Do not assume anything about your student ethnically, academically, or emotionally. It is always best to directly communicate with your student to figure out misconceptions.

Sometime a third party is necessary as a moderator if the student is too embarrassed to directly voice their true concerns with the mentor or if the mentor is unable to relate to the student.

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There may be cultural misunderstandings that occur in a mixed-mentoring situation. The best way to deal with these issues is to express a willingness to learn about each other’s culture and to understand the student as an individual. It is always a good idea to ask a colleague that is more familiar with the culture to help you understand the behavior.

Bad Mentor/Good Mentor Whenever you are explaining a new process or procedure your foreign-born student always nods and says they understand but every time you check their work they always have it wrong.

The Bad Mentor gets frustrated, yells at the student for not listening, and takes over the procedure themselves.

The Good Mentor realizes that there is a communication problem, asks the student about it, goes through the explanation more slowly, and walks them through the procedure. The Good Mentor might also ask a colleague more familiar with the student’s culture for some advice.

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Be careful with your authority- make sure you are not imposing your opinion, but rather focusing on your student’s goals and project ideas. The goal is to nurture your student’s interests, abilities, and opportunities in order to cultivate independent thinkers who are selfconfident and encouraged to seek higher education.

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Listen carefully to the needs of your student before you interpret or judge their actions and always repeat back their concerns to make sure that you understood them correctly. Aside

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from what they are actually saying, it is important to listen to their body language, tone, and attitude to get the fullest understanding of their feelings.

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Reproduced from Samaritans, Lesson 2A Communication & Listening Skills

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Keep in frequent contact, at least twice a week, to make sure that the student is on target.

Address any issues the student comes across and let your student know that you are a dependable resource in their life.

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Sometimes your student will need extra help or a different explanation of a topic they didn’t understand. However, it is important to wait for cues from the student that they need extra help so that they do not feel overpowered or get embarrassed by being singled-out for special treatment.

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Be a good observer and be aware of your student’s reactions and interests. Ask them simple, thought provoking questions that will help them reach a conclusion themselves.

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Many times a student will not know the appropriate questions to ask, what information they need, where to start, or the opportunities available to them. Therefore it is important as a mentor to get to know your student well enough to be able to guide the student in the appropriate direction based on their interests and skills.

Bad Mentor/Good Mentor You and your Student just finished reading a very long article on their project topic and now it is time to analyze and discuss what you have read.

The Bad Mentor starts off by asking the Student yes or no questions and very quickly gets annoyed that the Student is not analyzing the data appropriately. The Bad Mentor then gets fed up and just tells the Student what he needs to know.

The Good Mentor starts off by asking very open-ended questions (using interrogative pronouns and adverbs such as what, how, and why) and guiding the student to discovering the answer themselves. Once they have discovered the important components of the article the Good Mentor can help explain difficult concepts in a way that the Student can understand.

Bridging the Explanation Gap •

Mentors should not assume that the Student has an advanced knowledge of scientific procedures and issues. Therefore make sure to go through the scientific method (see Section 3 of this Manual), explain complex procedures and topics in simple language, and be sure to avoid heavy technical jargon until it is defined.

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Introduce your student to scientific ethics and integrity as soon as possible, and always be an example of proper scientific and personal conduct in front of your student.

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Focus on the practical issues of the lesson at hand and avoid talking about issues in a very abstract manner. When introducing a new topic, it is a good idea to give a general description and background of the issue so that the student can have a basic understanding of the larger issue at hand. Make sure that you are able to relate the material to your student in a way that they can understand it. You should also be able to adapt your lessons to your student’s skill level and background.

Opening the Door to New Opportunities •

Expose your student to laboratories, relevant industrial sites, and/or to work places, to give them a real view of job opportunities and careers they can pursue.

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Introduce your student to other role models of different talents, ages, and personalities so your student can benefit from different resources that strike their interest and they can relate to. This also expands the student’s network of contacts.

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Writing recommendations is an important part of being a mentor. It is always best to be straightforward with the student about your ability to write a supportive letter. If you feel able to write a good recommendation letter then you should write honestly, use specific examples in your letter, and to be up-to-date with the student’s accomplishments and abilities.

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10 Tips for Recommenders 1)Review a copy of the applicant's personal statement or application essays so that your letter of recommendation can dovetail with the rest of the application.

2)Ask the applicant to supply you with additional information like a resume or activity list.

3)Describe your qualifications for comparing the applicant to other applicants.

I have been teaching high school drama for fifteen years and have taught AP English for the last five years.

I have personally supervised ten research interns every summer for the last five years plus, I have coached the cross-country and tennis teams at Elite High School for the last five years.

4)Discuss how well you know the applicant.

I had the pleasure of directing plays in which John starred during each of his three years at ABC High School.

Over the last three years I coached Jane as she worked her way up from JV to varsity tennis and state champion.

5)Choose two to three qualities that you observed in the applicant.

Jane has a rare blend of steely determination, incredible self-discipline, and great teamwork skills.

The combination of tenacity, leadership qualities, and good communications skills found in John is truly unique.

6)In discussing those qualities, support your statements with specific instances in which he or she demonstrated those attributes. Be as concrete and detailed as possible.

John's discipline and dedication were extraordinary not only did he never miss a practice; he came early to warm up and always worked out for an additional hour after school.

Jane not only participated in every rehearsal; she also made herself available to other actors and actresses for impromptu rehearsals and practices, thus inspiring the rest of the cast to even greater efforts and success.

7)Try to quantify the student's strengths or rank him or her vis-a-vis other applicants that you have observed.

He was in the top 10% of his class.

She has the best analytical skills of any high school senior I have ever taught.

8)Avoid generalities and platitudes.

9)Include some mild criticism, typically the flip-side of a strength.

The only fault I have encountered in him is his retiring nature. His modesty sometimes hides a young man of remarkable strength and broad interests.

Occasionally, her fortitude and persistence can turn into stubbornness, but usually her good nature and level-headedness prevail.

10)Close with a ringing recommendation and endorsement of the applicant's ability.

I enthusiastically recommend Mr. Doe to your university. This well-rounded student will be a fine asset to your student body.

With her exceptional leadership, writing, and quantitative skills, Ms. Smith will be an outstanding credit to the college she attends.

Reproduced from “10 Tips for Recommenders� (www.accepted.com)

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The EnvironMentors Guru Answers Your Questions

Dear EnvironMentors Guru, I have been working with a student for the past three months. The first two months were great and we picked up a good momentum for planning our project. However, after winter vacation my student fell off the grid. I made several attempts to contact my student via telephone and e-mail but he won’t respond. Our project design requires a long experimental period and we need to start soon or else we wont get our findings on time. I really like my student and I don’t want to give up on him, what should I do?

Please Help!

Dr. U.N. Answered

Dear Dr. U.N. Answered, Unfortunately it is not uncommon for students to “fall off the grid” after winter break as their momentum and perhaps interest is lost over the long break. You are right to be concerned about your student and you should not give up on him. You might want to try calling him at home so that his parents can be active in ensuring his response. If that does not work, contact your EnvironMentors Student Coordinator and/or the student’s teacher. They should have regular access to the student and can mediate the issue between you and the student. Keep those lines open, Dr. U.N. Answered!

Sincerely, The EnvironMentors Guru

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Dear EnvironMentors Guru, I have not heard from my student in a while. I am a very busy EPA Scientist and I can only meet with my student once a month.. I had to reschedule one meeting and then she needed to reschedule, and we never wound up meeting..

That was two months ago, and I haven’t heard from her since.. My time is valuable and usually if someone needs to reschedule, they contact me when they have a new time to meet. Should I just assume that my student does not have time to meet?

Sincerely, Dr. B. Izzy

Dear Dr. B. Izzy, I understand that you have many demands on your time, but in signing up to be a mentor you pledged to give 1-2 hours a week, at least three weeks a month to be a mentor to a student. It seems to me that you haven’t been quite keeping up your end of the bargain, so why should your student?

You need to keep in mind that you are dealing with a teenager, not an adult professional.

Many of the students may not come from very reliable homes and you are not being an effective mentor by being yet another adult in their life that is too busy for them. As a mentor you need to show her that you are there for her, not as a favor or obligation, but because you want to help her. I think you should contact her, apologize for your absence and reschedule a meeting time soon to resume your project. But this time, make sure to keep your appointment, show up on time, focus on her, and make sure to set up a meeting for the next week. Good luck and remember who you are dealing with.

Sincerely, The EnvironMentors Guru

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Dear EnvironMentors Guru, I am doing this mentoring as part of a community service club at my university and my hours are tracked to meet a quota, so I always try to meet with my student once a week. However the past few weeks I have been going to our designated spot at our mutually agreed upon time, and my student isn’t there! The first time he didn’t show, I called him; he didn’t call back; I waited 45 minutes and then left.

Two days later he called me back and told me to he had forgotten. But the next week the same thing happened; once again he forgot. So the next week I called him the day before to remind him of the meeting, he said he would be there, and lo-and-behold he wasn’t.

What should I do?

Key Pitt Green

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Dear Key Pitt Green, You are right to be frustrated that you are giving your time and your student is standing you up. He is not living up to his end of the EnvironMentors bargain and you need to remind him of his responsibility. If your student doesn’t show twice in a row, the best thing to do is contact your Student Coordinator as soon as possible. The Student Coordinator should be able to get in touch with your student to see what is going on. If your student doesn’t show a third time, then it’s time for you to sit down with the student, Student Coordinator, and teacher for an intervention. Sometimes kids take on more things than they can handle and they might need to drop something, or perhaps the mentoring relationship needs to be evaluated.

Either way standing people up is unacceptable, but communication is vital. Use the EnvironMentors staff resources you have to help you situation.

Sincerely, The EnvironMentors Guru

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Dear EnvironMentors Guru, I am a Professor who teaches Estuarine Science at Seaside University and I specialize in Chesapeake Bay Mollusks, but I have a broad range of aquatic ecosystem knowledge. In the beginning of the year we went on some great trips to the Chesapeake Bay and other aquatic ecosystems and my student seemed really interested in them. I came up with a bunch of really great ideas for research projects relating to the trips we went on and what I thought he was interested in. However when it came time to picking a project topic my student didn’t like any of my ideas. I kept suggesting alternatives, but he just kept shooting them down. He finally decided that he wanted to do a project on Air Pollution and Asthma- something that I have absolutely NO interest or expertise in. I thought the point of this mentorship was for me to share my knowledge with him, but how am I supposed to do that when my skill set and interest do not cover his project topic.

Should I switch students?

Professor N.O. Wittall

Dear Professor N.O. Wittall, I think you are missing a key element to this program, it’s not YOUR project, it’s your student’s project! A key misconception that we have is that mentors get confused about the type of ‘knowledge’ they are imparting to their student. As a mentor it is your job to share your knowledge of the field format, how to write a paper, how to do the research, who to contact, how to network, how things get done properly in your industry. Your knowledge of a particular subject is great, but it’s only an added bonus for the student if it is applicable to their project. While you will be helping the student with the project, it is more important that the student is interested in the topic than that you are interested in the project. This is a mentorship, not an apprenticeship, you need to show them the general ropes, not teach them to walk in your footsteps. I suggest supporting your student’s decision and start looking into the subject yourself, you may find something more interesting in it than you originally thought.

Sincerely, The EnvironMentors Guru

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Dear EnvironMentors Guru, My student and I have been tossing around topic ideas for the past few weeks and she recently decided on a topic that I know absolutely nothing about! I tried suggesting a compromise bridging her topic and a topic of mine together, but it couldn’t logistically work out and she seemed less than interested. I have a really good relationship with her, but how am I supposed to help her when I don’t know the first thing about her topic?

Please help!

Gota B. Green

Dear Gota B. Green, It seems like you are actually in the perfect position because you can really guide your student through the exploration and discovery process. Since you will be learning right along side of her, you can offer your skills of sifting through information, and following the scientific method. Also remember that you are not alone, there is no way that a single mentor can know every subject that a student chooses. What you can do is do your own research and call upon your colleagues for help. Act as your student’s guide and make sure you review the scientific method with her!

Sincerely, The EnvironMentors Guru

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Mentor Do’s and Don’ts What a Mentor should DO

What a Mentor should NOT DO

•

Be a role model, guide, and confidant

•

Get personally involved in the Student’s home or social life

•

Introduce the Student to new opportunities, people, and settings

•

Share confidential things the Student has told you, unless it is for the Student’s security

•

Always be on time to meetings

•

Constantly reschedule or come late to meetings

•

Focus all attention onto the Student during the meetings

•

Answer telephone calls, emails, or let any interruptions distract you during your meeting time

•

Always clarify any misunderstandings through calm, direct communication or through a third party mediator

•

Assume something about the Student without the Student’s clarification.

•

Allow the Student to develop his own ideas, understandings, and conclusions

•

Impose their own ideas and interpretation onto the Student

•

Actively listen to the Student, including what they are saying, their body language, and emotional reactions

•

Lecture the Student

•

Explain complicated concepts in a way that the Student can relate and understand them

•

Use technical jargon or talk in abstract concepts when explaining new ideas.

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Mentoring Resources National Mentoring Partnership, (www.nmp.org) National Mentoring Partnership works to expand the world of quality mentoring. NMP believes that, with the help and guidance of an adult mentor, each child can discover how to unlock and achieve his or her potential. The NMP web site hosts a wealth of resources for mentoring program providers, as well as individual mentors wanting to expand or improve their practice.

National Mentoring Resources Center, (www.NMRC.org) The Northwest Regional Educational Laboratory's (NREL) National Mentoring Center is one of the nation's premier training and technical assistance providers for youth mentoring programs and initiatives. NREL’s center recently launched of the Mentoring Resource Center Mentoring Forums, an interactive website where mentoring professionals can ask and answer questions, share resources and documents, and discuss effective practices for running a youth mentoring or youth development program (http://mentoringforums.nwrel.org) MentorNet (www.mentornet.net) MentorNet is the award-winning nonprofit e-mentoring network that positively affects the retention and success of those in engineering, science and mathematics, particularly but not exclusively women and others underrepresented in these fields. MentorNet provides motivated protÊgÊs from many of the world's top colleges and universities with positive, one-on-one, emailbased mentoring relationships with mentors from industry, government, and higher education. In addition, the MentorNet Community provides opportunities to connect with others from around the world who are interested in diversifying engineering and science disciplines.

SOARS, Significant Opportunities in Atmospheric Research and Science, (http://www.soars.ucar.edu/about/mentoring.php) SOARS is dedicated to broadening participation in the atmospheric and related sciences. It is an undergraduate to graduate program built around a summer research internship, mentoring by top scientists, and a supportive learning community.

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Program Basics

About EnvironMentors

EnvironMentors is a national, environment-based college access program that prepares high school students for college degree programs and careers in environmental and related scientific fields. We mentor and motivate students as they conduct scientific research and acquire skills that will allow them to build careers and become more active stewards of their communities and the environment.

EnvironMentors envisions a society in which young adult leaders from all cultural, ethnic, and socioeconomic backgrounds are empowered to protect the environment through their chosen profession.

EnvironMentors matches high school students in one-to-one mentoring relationships with science and environmental professionals from government agencies, non-profit organizations, businesses; and faculty, graduate, and undergraduate students from our university partners. Working together, students and mentors apply the scientific method to develop experimental research projects on environmental topics based on student’s personal interests.

Each spring, students present their projects to judges at their EnvironMentors Chapter Fair. The top three students from each Chapter are invited to present their project at the National EnvironMentors Fair sponsored by the US Forest Service in Washington, DC. The season concludes in late May with the EnvironMentors Awards Ceremony, at which students who excelled in the program are awarded a wide array of college scholarships.

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Student Commitments EnvironMentors asks students to commit to the following: 1. Stay in contact with your mentor -

Obtain all of your mentor’s contact information (home, work, cell phone numbers, and email) and share all your contact information with your mentor and coordinator.

-

Meet in person with your mentor for 1-2 hours once per week or at least 3 times a month.

-

If you cannot make a meeting, contact your mentor immediately to reschedule. If you cannot reach your mentor, call your chapter coordinator immediately.

2. Stay in contact with your chapter coordinator -

Provide your chapter coordinator with your class schedule, after-school and weekend schedule, work schedule, and a list of your extracurricular activities.

-

Attend all EnvironMentors workshops and school meetings. If you cannot attend a workshop, school meeting, or other event, contact your chapter coordinator immediately.

3. Work with your mentor to design an experimental research project based on an environmental issue that concerns you.

-

Identify a research question.

-

Conduct a literature review on your topic utilizing library and internet tools.

-

Identify a local expert on your topic and conduct an expert interview.

-

Develop a background research paper, with mentor assistance, incorporating what you learned in your literature review and expert interview.

-

Develop a hypothesis based on your background research and design an experiment to test it.

-

Write a description of your experimental methods and materials.

-

Collect data for at least 3 experimental trials.

-

Organize, analyze and present your data visually with tables, charts and graphs.

-

Write a discussion and conclusion in which you discuss the results of your experiment and draw a conclusion about what your data mean.

-

Write a complete research paper using the elements you completed throughout your project.

4. Work with your mentor to communicate what you have learned  Design and create a project display board or poster.  Develop a lesson plan based on your project and present it to an elementary school class.  Present your project at your Chapter Fair.  Participate in your Chapter Awards Ceremony and possibly the National EnvironMentors Fair & Awards Ceremony.

Signed: _________________________________

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Support from Your EnvironMentors Chapter

Your EnvironMentors Chapter Coordinator will: •

Work with you to assign a compatible mentor.

•

Offer skills training workshops on project design and development, research, and presentation throughout the program season.

•

Hold weekly, in-class meetings to provide exposure and hands-on instructional activities on a range of environmental issues, as well as assistance with your project.

•

Provide email updates on upcoming events, workshops, and field trips, and assistance with your project.

We are looking forward to working with you!

Do not hesitate to contact us at any time with questions or concerns.

My chapter coordinator is: ______________________________ Office address ______________________________ Phone number: ______________________________ Email: ______________________________

My EnvironMentors teacher is: ______________________________ Room number: ______________________________ Phone number: ______________________________ Email: ______________________________

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Technology Integration Introduction EnvironMentors will support all students by connecting them across chapters via the EnvironMentors Online Community, which launched in November 2010. This online community supports social networking among students, mentors, and topic experts within and across chapters as well as facilitates collaborative learning among all participants.

EnvironMentors chapters will also support the student projects through the use of hand held electronics, digital still and video cameras, simple GPS units, and other digital sampling equipment that will enhance your experimental field research. This equipment will help you in your experimental phase of your project.

Also, as a student in EnvironMentors you will also be introduced to NCSE’s Encyclopedia of Earth (EOE), (http://www.eoearth.org/). This website contains an expansive array of environmental issues and topics you might consider for your research. This comprehensive website will provide you with a diversity of articles that can be used in your literature review research.

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College Access Introduction In addition to the Technology Integration initiative, EnvironMentors is also working to increase interest, enrollment, and preparation for successful access and matriculation in environmental and STEM (science, technology, engineering and math) college degree programs. The overall goal of EM's College Access and Success programming is to ensure you receive college prep activities and support services that suite your needs. Your chapter Coordinator, Directors, Teachers and Mentors will support this initiative by providing resources such as workshops, field trips, one-on-one advising and activities that are solely focused on college access and success. You can look forward to fun, interactive, engaging college access activities throughout the year that will be beneficial to all grade levels.

3 Steps towards College Access and Success

1. Review the College Access Timeline found on page 7 of this section. This timeline suggests college access actions, based on grade level, which will guide you in your pursuits of post secondary education.

2. Attend all of your EnvironMentors Chapter’s College Access and Success activities, workshops, and other events.

3. Consult the College Access resources available on the EnvironMentors Online Community, including rankings of environmental/STEM colleges and interviews with science experts, mentors, and EnvironMentors alumni.

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College Access and Success Timeline Ninth Grade Timeline  Enroll in and plan for a rigorous college preparatory curriculum.  Investigate career options/interests.  Get involved in school and community activities and keep a record of involvement, achievements and honors.  Develop a support network of guidance counselors, access advisors, and teachers who can assist along the way to college.  Perform to one’s highest academic ability; get extra support when struggling with coursework.  Begin researching college options.  Talk with parents regarding college options.  Consider participating in alternative programs that lead to a high school diploma and college credit.  Read books, magazines and newspapers and then read more!  Explore options for paying for college.  Continue saving money for college.  Participate in access program activities as well as other educational programs such as TRIO, GEARUP or any summer academic enrichment options, if available.

Tenth Grade Timeline  Continue rigorous coursework.  Continue to refine career exploration.  Continue involvement in school and community activities and maintain record of activities and honors.  Participate in preliminary college entrance exam tests such as the PSAT and the PLAN.  Increase time researching college options through the Internet, college print materials, college fairs, college visits or field trips.  Continue high academic achievement-good grades, good test scores.  Continue exploring options to pay for college and begin reviewing scholarship search process.  Attend college information nights with parents provided by school, access program and/or local area colleges.  Consider participating in accelerated programs for earning college credit.  Participate in access program activities as well as other educational programs such as TRIO, GEARUP or any summer academic enrichment options, if available.  Continue saving money for college.

Eleventh Grade Timeline  Continue rigorous coursework and enroll in AP or IB courses if available.  Review high school course selections for alignment with college and career interests.  Continue participating in school and community activities and maintaining accurate records.  Take the PSAT to determine eligibility for National Merit Scholarship Program.  Participate in preparation courses for college entrance exams if available.  Take college entrance exams-ACT and/or SAT.  Refine and narrow college search and create potential college list.

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 Understand admission criteria and processes for potential colleges.  Schedule visits, with parents if possible, to college campuses and continue participation in college fairs, campus tours, etc.  Attend college information nights with parents.  Continue high academic achievement: good grades, good test scores.  Begin scholarship search via Internet and research local area scholarship options.  Participate in access program activities as well as other educational programs such as TRIO, GEARUP or any summer academic enrichment options, if available.  Continue conversations with parents regarding college interests, financial aid options and scholarship searches.  Consider participating in accelerated programs for earning college credit.  Draft essays with potential to be used for college admissions or scholarship applications.

Twelfth Grade Timeline Summer - Rising Seniors  Gather basic information for college admission applications (list of courses taken, honors, extracurricular activities, career goals, work experience, etc.)  Develop college essays based on information requested on admission applications  Visit college campuses  Record and track admissions materials received; prepare time line with all admission and financial aid application deadlines  Prepare for SAT/ACT (if needed)  Continue search for private scholarships Fall - Seniors  Set aside time weekly to work on your college applications  Finalize list of potential schools  Request missing admission and financial aid applications  Complete application and finalize essays  Attend college fairs and other school/community events  Review and revise time line  Take SAT/ACT a second time (if needed)  Complete scholarship applications (if applicable)  Prepare requests to guidance counselor and teachers for transcripts, recommendations and other materials  Encourage parents to attend college information sessions Spring - Seniors  Gather information for financial aid applications (January/February)  Complete financial aid applications (CIC staff can help families complete forms)  Follow up on applications and provide supporting documents  Attend parent information sessions on financial aid  Complete remaining tasks for admissions applications  Review admission and financial aid offers  Make final decisions and submit required deposits and documents

Adapted from the NCAN Advisor Training Module

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2011-12 Program Calendar Your Chapter Coordinator and/or teacher will designate dates for field trips, workshops, and assignment deadlines. Please complete your EnvironMentors calendar by filling in these IMPORTANT dates.

Event

Student & Mentor Orientation Date: ______________________________

Event

EnvironMentors Kick Off Date: ______________________________

Event

Field Trip ___________________________ Date: ______________________________

Workshop

Introduction to the Scientific Method Date: ______________________________

Due Date

Project Topic Form Date: ______________________________

Event

Research Trip to University Library Date: ______________________________

Due Date

Annotated Bibliography Date: ______________________________

Holiday

Thanksgiving Break Date: ______________________________

Due Date

Expert Interview Notes Date: ______________________________

Holiday

Winter Break Date: ______________________________

Workshop

Scientific Writing Date: ______________________________

Due Date

Background Research Paper Date: ______________________________

Event

Project Progress Meeting Date: ______________________________

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Workshop

Experimental Methods Date: ______________________________

Due Date

Hypothesis Form Date: ______________________________

Due Date

Experimental Method & Materials List Date: ______________________________

Event

Spring Field Trip ______________________ Date: ______________________________

Due Date

Raw Experimental Data Date: ______________________________

Due Date

Data Analysis Date: ______________________________

Due Date

Discussion & Conclusion Date: ______________________________

Due Date

Final Research Paper Date: ______________________________

Due Date

Project Display Board or Poster Date: ______________________________

Event

EnvironMentors Chapter Fair Date: ______________________________

Holiday

Spring Break Date: ______________________________

Workshop

Lesson Planning & Presentation Skills Date: ______________________________

Due Date

Elementary School Visit Lesson Plan Date: ______________________________

Event

Elementary School Visit Date: ______________________________

Event

EnvironMentors National Fair & Awards Ceremony, Washington, DC Date: ______________________________

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Student & Mentor Progress Chart Use the chart on the following pages to keep track of your work, weekly goals, and time invested in EnvironMentors. For many students, this record can be used as a log of community service hours that count toward graduation requirements.

For each entry: • Enter the date, time, location, and a general description of activities each time you meet with your mentor.

• Keep track of all activities. Even if you just go out to dinner or a movie or spend time at an EnvironMentors workshop or event, it’s important that you keep track of the time you spend with your mentor.

• Discuss your goals for the following week with your mentor and record them in the space provided.

Assessing your progress: • Compare your progress with due dates set by your teacher and/or chapter coordinator.

• Each week, compare your accomplishments with your goals from the previous week.

• Work with your mentor to identify what you think you did well and what you need help with.

• Tracking your progress can provide a clearer view of short- and long-term goals.

Sign-off: • Your mentor should sign your Student & Mentor Progress Chart each time you meet. Make it a habit to do the sign-off at the end of every meeting. Remember, you will get credit for community service hours only if the time is recorded.

• Charts will be routinely checked and initialed by your teacher and/or chapter coordinator in order to monitor your progress.

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Student & Mentor Progress Chart

Student: ___________________________________ Mentor: ___________________________________ Chapter: ___________________________________ School: ___________________________________

Date & Time

Location

Total Hours

9/18 5 pm

Library

1

9/27 1 pm

High School Auditorium

Log of Progress & Goals Meeting Activities/Work Completed: Researched possible project topic – animal behavior, water quality, recycling. Found a very interesting study on…

Next week’s goals: Decide on topic; research what resources to use, including the internet, books, and experts Meeting Activities/Work Completed: Attended a weekly meeting with my EnvironMentors chapter and participated in a field trip to…

Next week’s goals: Meet with my mentor for 2 hours Meeting Activities/Work Completed:

EXAMPLE 2

Next week’s goals:

Meeting Activities/Work Completed:

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Mentor Initials

Coord.

Initials

MLW

RKE

MLW

RKE

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EnvironMentors Photo Contest The Photo Contest is a great opportunity to let us know about the hard work and fun you will have participating in EnvironMentors. By taking photos during your field trips and throughout your research project you can enter your photos or a collage of your photos in the EnvironMentors Photo Contest to win cool prizes like a NEW digital camera.

The EnvironMentors Photo contest has five categories in which students can submit photos: −

Local Environmental Issue – Submit a photo that portrays the environmental issue that your research project addresses.

−

Student-Mentor Pair – Enter a photo that shows you and your mentor working together on your research project.

−

Study Site – Select a photo that displays your research study site.

−

Experimental Research – Enter a photo that shows you conducting your research experiment.

−

Photo Essay – Submit a collage of photos that is a reflection of your experience in EnvironMentors.

Entry Instructions To enter is easy! Just remember to take you camera or camera phone during all of your activities with your mentor and during your project research and submit your photos into one or more of the categories mentioned above. All photos must be submitted by May 1, 2012 to be eligible for the 201112 EnvironMentors Photo Contest.

Winners All EnvironMentors Photo Contest winners will be notified at the National Fair and Award Ceremony on May 16, 2012 −

One overall Photo Essay Grand Prize winner will be selected.

Prizes Grant Prize winner and runners-up will have their photos displayed at the 2012 EnvironMentors Fair and Awards Ceremony. After the Awards Ceremony, contest winners photos will be included in the slide show on the main page of the EnvironMentors Web site. In addition, the winner’s photos will be featured on the EnvironMentors Online Community. −

1st Place Grand Prize Photo Essay Winner will receive a new digital camera.

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Your Student

EnvironMentors – Explore Your World

Benefits of Mentorship

Former students credit EnvironMentors with being a great program in which they learned extremely useful information for their classes and their life. By working with a mentor throughout the course of the EnvironMentors program, students will gain valuable insight into the wide variety of science, technology, and environmentally-related college degree programs and careers that are available to them.

Past students have said that their experience working with a mentor has given them a greater sense of personal direction and more self confidence. In the DC Chapter of EnvironMentors, 95% of EnvironMentors students go on to college, compared to the DC college acceptance rate of 12%. We hope you will enjoy working as a mentor and sharing your love for the environment and your career field with your student.

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About Your Student Please fill out this form at your Chapter’s Kick Off Event Contact information Student’s name: ______________________________________________________________________ Preferred email: ______________________________________________________________________ Preferred phone (Work/Home/Cell): _______________________________________________________ Secondary phone (Work/Home/Cell): ______________________________________________________ Home address: _______________________________________________________________________ Your student’s high school: _________________________________________

Personal Information Student’s family members: ______________________________________________________________ Birthday (age optional): _________________________________________________________________ Some of the things your student does every day: _____________________________________________ ____________________________________________________________________________________ Your student’s favorite thing about school is: ________________________________________________

A few of your student’s favorite things Foods: ______________________________________________________________________________ Music groups & singers: ________________________________________________________________ Activities outside of work: _______________________________________________________________ Things to do on weekends include: _______________________________________________________ Animals/wildlife include: ________________________________________________________________ Things to do outdoors or in nature: ________________________________________________________ Book: _______________________________________________________________________________ Movie: ______________________________________________________________________________

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Best days, times and locations to meet with your student:

Day of the Week

Time

1

2

3

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Location

Student & Mentor Meeting Commitment Form

Please fill out this form with your mentor and sign it at your Chapter’s Kick Off. You will be given another copy of this form to fill out and sign, and return to your chapter coordinator.

FIRST MEETING I, _______________________________________, agree to meet my mentor for our first meeting at the time and location specified below: Date: _________________________________________ Time: _________________________________________ Location: ______________________________________ I will get to the first meeting location by (circle all that apply): Public Transportation Walk

Get a ride from __________________________ Other _________________

FUTURE MEETINGS I, _______________________________________, will continue to meet with my mentor as follows: Day of week: __________________________________ Time: ________________________________________ Location: _____________________________________ Transportation: ________________________________ CONTACT WITH MY MENTOR I, _______________________________________, agree to notify my mentor if I am unable to make a meeting or if I will be late to a meeting. I will do so by calling all numbers and writing to all emails my mentor provides me. If I do not reach my mentor, I promise to leave a message and continue to call my mentor until I speak to him/her directly.

OUR ROLES & RESPONSIBILITIES Student’s Goals _____________________________________

Mentor’s Goals _____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

I, _______________________________________, understand that if I fail to meet these basic commitments on an ongoing basis, I may be asked to leave the program.

Student signature: ____________________

EnvironMentors – Explore Your World

Mentor signature: ____________________

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Getting to Know Your Mentor Education & College Experience Interview

The following questions will help your student learn about your college education: THE APPLICATION AND DECISION PROCESS 1. When did you start thinking about, and planning for, college?

2. What influenced your decision about where you wanted to go to college and what type of school you wanted to attend (private, public, liberal arts, HBCU, large, small, etc.)?

3. Did you choose to go to college near or far from where you grew up?

UNDERGRADUATE EXPERIENCE 4. Where did you receive your undergraduate degree?

5. As a freshman, did you know what you wanted to major in? Did you graduate with that major, or did you change it? Did you have a minor?

6. If you had your undergraduate years to do again, what would you do the same, and what would you do differently?

7. How did you finance your undergraduate education?

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GRADUATE SCHOOL 8. Do you have an advanced degree?

9. If yes, what degree (Master’s, PhD, JD, etc.) and in what subject area? What prompted your decision to obtain an advanced degree?

10. If no, do you plan to pursue an advanced degree? What is currently motivating you to pursue (or not pursue) an advanced degree?

PREPARING FOR COLLEGE 11. Based on your experience, what would you recommend I do during high school to prepare for college?

12. What would you recommend I do during high school to gain college acceptance?

13. What kinds of things should I do now to make me successful in college?

14. What would you recommend I do to help me develop my financial aid package? In addition to EnvironMentors scholarships, are there any specific scholarships you would recommend?

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Getting to Know Your Mentor Career & Work Experience Interview

Your mentor is a great resource to give you insight into what it is like to work in environmental fields.

The following are a few questions you can use to learn more about possible environmentally-related fields.

1. What are your first memories of wanting to work in the areas of science, technology and/or the environment, or the profession in which you are currently working? What was your inspiration?

2. What experiences (including internships, fellowships, teaching assistantships, etc.) led you to your current job?

3. What do you like most about your job?

4. What do you like least about your job?

5. What do you like most about your overall career?

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6. What special knowledge, skills and abilities are required for your current job?

7. What are the special strengths you bring to your job?

8. What are your aspirations for the future?

9. Would you feel comfortable sharing your resume with me or sharing tips on how to create an effective resume?

10. Would you feel comfortable helping me design and build my resume?

11. Do you have any other thoughts about how to be successful in the fields of science, technology and/or the environment?

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The Scientific Method

Introduction

The Scientific Method is used to organize the process of solving problems. In this section you will review the steps of the Scientific Method, and learn how you will use each step to complete your EnvironMentors research project.

When using the Scientific Method, scientists collect data through both observation and experimentation in order to test a hypothesis. While procedures and experimental details vary between different scientific fields (for example, biology vs. physics), all scientists use the Scientific Method to investigate the world around them. In EnvironMentors, we apply the Scientific Method to research environmental problems. Above all else, scientists strive to be objective and set aside all biases when interpreting their results.

Another very important component of scientific experiments is communication. By sharing their results with their colleagues, scientists make the scientific process work. By conducting an original EnvironMentors research project, you will expand the knowledge base of the field you select for your topic.

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The Steps of the Scientific Method 1. Identify a Problem/Ask a Question 2. Conduct Background Research 3. Form a Hypothesis 4. Design an Experiment 5. Collect & Analyze Data 6. Draw a Conclusion 7. Communicate your Results

1. Identify a Problem/Ask a Question The Scientific Method begins by choosing a topic that interests you and identifying a problem related to that topic. Then you should ask a question about something you can measure. A scientific research question usually starts with: How, What, Who, Which, Why, or Where. You have asked a good research question if you can design an experiment to answer it.

An experiment requires that you change only one factor (variable) and keep all other conditions constant. If you can not design such an experiment, you should revise your question with the help of your mentor and/or chapter coordinator. Ideally, your question will involve factors or traits that you can measure numerically (like distance or time), or observe objectively (like colors).

Simple Example Problem: I’m interested in craft projects. I’ve noticed that sometimes glue is easier to spread than other times.

Question: Will glue flow faster when it is warmer?

Environmental Examples Problem: I’m interested in water quality. I’ve noticed that the river that flows through my community is very murky and looks dirty.

Question: What sections of the river are brown and what sections are clear? or What causes certain sections of the river to be brown?

Problem: It’s very noisy outside my school and it distracts me from doing my school work.

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Question: Do students in a quiet school environment earn better grades than students in a noisy school environment?

Your EnvironMentors Project You will complete Step 1 of the Scientific Method in Section 4: Project Planning. You will use brainstorming to identify an environmental topic that interests you, and then make a list of what you know and don’t know about the topic in order to identify a problem, and then ask a question. The Project Topic Form assignment will help you organize your thoughts and ideas.

2. Conduct Background Research The next step in the Scientific Method is finding out what is already known about your problem by conducting background research. You can use the library, the internet and talk to experts. Your background research will help you make an educated guess about the answer to your question, and will also save you from starting from scratch in putting together a plan for answering your question.

When doing your background research you should: •

Identify keywords in your question and use question words (why, how, who, what, when, where) to develop research questions such as: When does a plant grow the most, during the day or night? and Why are moths attracted to light?

•

Look for information about similar research projects and find out what was learned in those experiments.

Simple Example Research Questions: What affects the “stickiness” of glue? My mentor mentioned viscosity, what does that term mean? What other experiments have been done on glue?

Environmental Examples Research Questions: What affects the clarity of the water in the river that flows through my community?

My mentor mentioned turbidity, what does that term mean? How do you measure turbidity? What other experiments have been done on river turbidity?

Research Questions: What is noise pollution? Does the amount of traffic outside of my school increase noise pollution? What other experiments have been done related to noise pollution? What other experiments have been done on the factors that affect students’ learning?

Your EnvironMentors Project You will complete Step 2 of the Scientific Method in Section 5: Background Research. You will learn how to use the library and internet for research and how to create an annotated bibliography. With the help of your mentor, you will also identify a local expert on your topic and interview them. Using what you’ve learned from your library and internet research, as well as your expert interview, you will complete the Background Research Paper assignment.

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3. Form a Hypothesis After researching your topic area, you’ll be more knowledgeable about the problem you identified in Step 1. Based on what you now know about your topic, you’ll be able to form a hypothesis. A hypothesis is an educated guess about the answer to your question. When wording your hypothesis, be careful to word it in a way that can be tested by your experiment. Do this by identifying both the variable you will change during your experiment (independent variable) and the variable whose changes you will observe (dependent variable). You can state your hypothesis in the following form: If the independent variable is changed in a certain way, the dependent variable will change is a predictable manner.

Simple Example Background knowledge: Liquids expand when they get warmer and flow more easily.

Hypothesis: When the temperature of the glue is raised, it will flow faster.

Environmental Examples Background knowledge: Factors such as shoreline erosion and runoff can increase the turbidity of river water. Turbidity is the amount of total suspended solids in water. The higher the turbidity the harder it is to see to the bottom of the river.

Hypothesis: If I measure the turbidity of the river water at different sites, it will be higher in areas where there has been recent significant shoreline erosion.

Background knowledge: Other studies have shown that students usually learn better in a quiet environment.

Hypothesis: The average test scores of students at a school with a lot of noise pollution will be lower than the average test scores of students at a school in a quiet neighborhood.

Your EnvironMentors Project You will complete Step 3 of the Scientific Method in Section 6: Forming a Hypothesis. After assessing what you learned about your topic from your background research, your mentor and/or your chapter coordinator will help you develop a hypothesis. You will complete the Hypothesis Form assignment.

4. Design an Experiment Your experiment will test your hypothesis and it is important that your experiment is a fair test. In order to conduct a fair test, you should be sure that you change only one factor, or variable, at a time, while keeping all other conditions the same. You should repeat your experiment multiple times to be sure that the results aren’t just an accident. You should write your procedure like a step-by-step recipe for your experiment. Your procedure should be detailed enough that someone else could repeat your experiment just by reading it. Your materials list should include all the supplies and equipment you will need to complete your experiment. By making your list and gathering your materials ahead of time, you can be sure that you will have everything on hand when you need it. It is a good idea to make your materials list well in advance because some items may take time to obtain.

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Simple Example Procedure: 1) Draw three circles along one edge of a piece of cardboard. Label one circle hot, one room temperature, one cold. 2) Put one bottle of glue in ice water for five minutes and one bottle of glue in hot water for five minutes. Leave one bottle of glue at room temperature. 3) Place five drops of glue from each bottle in the appropriately labeled circle on the cardboard. 4) Tilt the cardboard by placing the upper end on a book so the glue flows down the cardboard. 5) After one minute, measure the distance each drop of glue flowed. 6) Repeat the experiment 2 more times.

Materials: 3 bottles of the same kind of glue, 1 container of ice water, 1 container of hot water, 3 pieces of cardboard, 1 ruler, 1 thick book.

Independent variable: the temperature of the glue. Dependent variable: the distance the glue flows on the cardboard. Controlled variables: the kind of glue, the amount of glue, the height of the cardboard, the respective temperatures of the ice water, hot water, and room. Experimental group: the trials with hot and cold glue. Control group: the room temperature glue.

Environmental Examples Procedure: 1) Locate a portion of the river that has a relatively the same width for several meters. 2) Pick and label with a flag or marker three or more sample sites, 10 meters apart along the river bed. 3) At each site, collect a sample of water in a clear bucket or bottle, making sure not to stir up river sediment on the shore as you collect the sample. 4) Thoroughly mix the water in the container to ensure that settled sediment in the container rises off the bottom. 5) Gradually pour the sample into the turbidity tube, while looking straight down at the bottom of the tube. As you are doing this, make sure to hold the tube out of direct sunlight as it may alter your measurements. 6) Stop pouring the sample into the tube when the design (the black and white checkers) on the bottom of the tube is not visible. To check your results, rotate the tube to make sure you still can’t see the bottom. 7) Record the measurement on the side of the tube (in Nephelometric Turbidity Units, NTU’s). If the measurement is between two NTU’s record the lowest value. 9) Repeat at each of the three or more sites three times to ensure an accurate reading. Be sure to rinse out the turbidity tube with tap water each time to decrease the possibility of error and contamination. 10) To determine the link between turbidity and soil erosion, take the set of measurements before a rainstorm and after, as rain causes sediment to be pulled from the ground into bodies of water, therefore increasing the amount of sediment in the river and hence the river’s turbity. 11) In total, there should be at least nine data sets (three for each location) for both before and after a storm. This experiment will tell you how erosion changes turbidity at three different points along a river.

Materials: Turbidity tube with NTU measurements and a black and white disk at the bottom, clear bucket, pencil and paper for recording data, tap water, a meteorological report to predict an upcoming rainstorm, meter stick to measure distance between points along the river, flags to designate locations so experimenters will be able to return to the same location before and after the storm.

Independent variable: Soil Erosion Dependent variable: Turbidity Controlled variables: location, turbidity tube. Experimental group: Trials at each distance after the storm Control group: Trials at each distance before the storm.

Procedure: 1) Obtain sound level meter, to determine sound levels in classrooms in decibels (db). 2) Choose a quiet location that you determine to be your control, and calibrate the sound level meter to decibel level zero. You must recalibrate your sound level meter to zero at each different location that you take a reading. 3) Gather average test scores for a specific course and grade level for six local schools (e.g. average test scores for 9th grade mathematics). 4) At each of the six schools, locate all the classrooms for your chosen grade and course (e.g. rooms 202, 204, 206, and 214 are the classrooms where 9th grade mathematics is taught at X Senior High School). 5) At a pre-determined EnvironMentors – Explore Your World

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time (must be the same for each school), find the center of each classroom and take the decibel reading. 6) This experiment will show you the amount of noise in each classroom, which can then be compared to test scores.

Materials: Average test scores for each of the six schools studied, pen and paper for recording data, sound level meter Independent variable: classroom location by school Dependent variable: noise pollution in decibels (db) Controlled variables: location within the classroom, sound level meter, test scores Experimental group: the amount of noise pollution in each room Control group: the zero decibel reading at a pre-determined quiet area.

Your EnvironMentors Project You will complete Step 4 of the Scientific Method in Section 7: Designing an Experiment. You will learn more about designing an experiment, identifying independent and dependent variables, as well as a control data set during the Experimental Methods Workshop. You will also complete the Experimental Methods & Materials List assignment.

5. Collect & Analyze Data When conducting your experiment, you should be sure to record all your data in an organized manner.

You should follow your procedure exactly, and record any changes that are necessary. Be careful to only change your independent variable and keep all other variables constant. It is also very important to be safe while doing your experiment. For example, if your experiment requires you to go out on a boat to collect water samples, make sure you are wearing a life jacket. If you need to do some chemistry to analyze your water samples, be sure to wear the necessary protective equipment. If you’re not sure what safety equipment you need, consult your mentor and/or chapter coordinator.

After collecting your raw data, you will need to perform some calculations in order to analyze your data and form a conclusion. This often involves calculating a mean, or average, of all data from all your experimental trials. Graphs are usually the best way to display your data so that it is easy for others to understand. Most scientists will use the x-axis for the independent variable and the y-axis for the dependent variable. Bar charts and pie charts can also be useful. Examples calculations and graphs and charts are provided in Section 8.

Simple Example Raw data: Distance the hot, cold, and room temperature glue traveled on the cardboard for five experimental trials.

Analysis: Calculate the mean distance traveled by each of the three glue temperatures. Create a graph or table that displays your data in a way that is easy to understand. Write a description of the data in words (The hot glue traveled the farthest distance, and the cold glue traveled the shortest distance).

Environmental Examples Raw data: Three data sets, with three data points at each location down the river before the storm as well as after the storm.

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Analysis: Calculate the average difference between turbidity at each location before and after the storm. Determine the statistical significance of change in turbidity versus change in soil erosion. Create a graph or table that displays your data in a way that is easy to understand visually. Write a description of the data in words.

Raw data: Data points for the decibel reading from each of the chosen classrooms within each of the six schools.

Analysis: Calculate the average decibel level for the classrooms in each school. If you choose six schools, you will then have six average decibel readings. Compare average test scores to noise pollution and calculate the statistical significance. Create a graph or table that displays your data in a way that is clear and easy to understand. Write a description of the data in words to prove or disprove your hypothesis.

Your EnvironMentors Project You will complete Step 5 of the Scientific Method in Section 8: Data Collection & Analysis. During the Experimental Methods Workshop you will learn how to keep a good record of your experiment, how to collect data in an organized fashion, and how to create graphs using Microsoft Excel. You will complete both the Raw Experimental Data and Data Analysis assignments.

6. Draw a Conclusion Once you have analyzed your data, you can determine whether they support or disprove your hypothesis. Scientists often find that their hypothesis was false, but this does not mean that their experiment was incorrect. Scientists often learn the most when their data show something that was unexpected. Even if your data support your hypothesis, it is still a good idea to test it again in a different way. A good conclusion will suggest future experiments that will build on what you have learned, and help you and other scientists learn more about your topic area.

Simple Example The data indicate that the warmer glue traveled the farthest. This supports the hypothesis that when the temperature of glue is raised, it will flow faster. It would be useful to repeat this experiment with different types of glue, or with more temperatures.

Environmental Example Turbidity example – The data indicated that turbidity levels were increased at the three designated locations after a rainstorm. This supports our hypothesis that soil erosion increases turbidity of the water. It would be useful to repeat this experiment in other rivers, after different storms, and with more trials to decrease error.

Noise pollution example – The data indicated that there was a correlation between higher noise pollution and lower test scores. This supports our hypothesis that average test scores will be higher in areas of lower noise pollution. It would be useful to repeat this experiment in other school departments as well as over a larger variety of schools.

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Your EnvironMentors Project You will complete Step 6 of the Scientific Method in Section 9: Drawing a Conclusion. With the assistance of your mentor and/or chapter coordinator, you will determine what your data are telling you and whether or not they support your hypothesis.

7. Communicate Your Results Perhaps the most important part of the Scientific Method is to communicate your results to other scientists and to the public. Remember that the information you gathered during your background research was available because other scientists completed this critical step of the Scientific Method.

When writing a report, you should use clear, objective language and avoid the use of the First Person (I think… or I measured…). You should also use the active voice whenever possible, as it is more concise than the passive voice.

When presenting your research orally, it is often helpful to have visual aids that will help your audience understand your research project. You can show pictures of your experimental site, as well as graphs and charts. Your visual aids should enhance your presentation, but not be your entire presentation. If you use slides, avoid merely reading your slides to the audience, which can be boring. Try to be animated and make your audience as excited about your project as you are, while still presenting yourself in a professional manner.

Your EnvironMentors Project You will complete Step 7 of the Scientific Method in Section 10: Communicating Your Results. You will learn how to write like a scientist and how to present your results orally to both your peers and to the general public. You will complete the Final Research Paper, Project Display Board, and Elementary School Visit Lesson Plan assignments.

Some content reproduced from: Science Buddies (http://www.sciencebuddies.org/mentoring/project_scientific_method.shtml) Energy Fair Scientific Method, The NEED Project (http://www.eia.doe.gov/kids/classactivities/EnergyFair2002.pdf)

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Test Your Knowledge 1. The Scientific Method was developed to help scientists organize the process of solving problems. a. True b. False

8. Experiments are usually conducted one time and by one scientist to speed up the scientific process. a. True b. False

2. Which of the following is not a step in the Scientific Method? a. Form a hypothesis b. Communicate your results c. Plagiarize d. Draw a conclusion

Fill in the blank(s): 9. Your hypothesis is a(n) _______________ based on information gathered from doing __________ research.

10. The experimental method must list your _______________ and _______________.

3. A hypothesis is: a. A random thought b. An answer c. An educated guess d. An experiment

11. There should be only one ______________, or characteristic of your experiment, that will change.

12. _______________ is shown in the form of tables and graphs.

4. Which of the following words are not associated with the Scientific Method? a. Disorganized b. Organized c. Data d. Control

13. Your _______________ must state whether your data supported or disproved your _______________.

14. Put a number next to each step of the Scientific Method to indicate the order in which you should complete it: ___ Draw a conclusion

5. What do you do to test a hypothesis? a. Guess b. Create a spreadsheet with data c. Write a scientific paper d. Design an experiment

___ Identify a problem

6. An independent variable is a factor that changes because of procedures conducted on the dependent variable. a. True b. False

___ Collect data ___ Form a hypothesis ___ Analyze your data ___ Do background research

7. Experiments often test multiple variables at once. a. True b. False

1. a; 2. c; 3. c; 4. a; 5. d; 6. b; 7. b; 8. b; 9. educated guess, background; 10. procedure, materials; 11. variable; 12. data; 13. conclusion, hypothesis; 14. 6,1,4,3,5,2

Adapted from: Biology4Kids (http://www.biology4kids.com/extras/quiz_studyscimeth/index.html) A Science Fair Handbook by Sandy Lautz (http://192.107.108.56/portfolios/l/lautz_s/science%20Fair%20handbook/SFquiz.html

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Project Planning

EnvironMentors – Explore Your World

Introduction Step 1 of the Scientific Method: Identify a Problem & Ask a Question.

By developing your EnvironMentors project, you will become skilled in the use of the Scientific Method while investigating an environmental issue or problem that is of interest to you.

In this Section you will:  Learn about current local and global environmental issues, and the importance of environmental conservation 

Use brainstorming activities to help you relate your interests to environmental issues in your community.

 Select a general topic area of interest. Your mentor will help you to think critically about what you currently know about your topic area, what you don’t know, and what you would like to know. With the assistance of your mentor, you will identify the roots of the environmental topic area you have chosen, and develop an explanation of what can be gained by investigating your topic.  Develop a specific, unique research question which has not previously been addressed.

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Environmental Conservation & Stewardship In addition to learning about environmental science and benefiting from your interaction with your mentor, EnvironMentors, will introduce you to the concepts of environmental conservation and stewardship. Environmental conservation refers to resource use, allocation and protection with the goal of maintaining the health of natural ecosystems. Environmental stewardship involves the responsible management of environmental resources for the benefit of present and future generations of people, plants and animals.

Environmental conservation contributes to the maintenance of the free ecological services provided by natural ecosystems: •

Improved air quality – vegetation and forests can filter pollution from the air, making it healthier for us to breathe

•

Improved water quality – wetlands and other vegetation filter pollutants from water before it gets to streams and rivers

•

Reduced stormwater runoff – leaf litter and the root systems of trees and other vegetation absorb excess water, which reduces the need for expensive storm sewer systems

•

Energy savings – trees planted around your home and other buildings can provide shade that reduces the need to use air conditioning in the summer

•

Human health – in addition to providing cleaner air and water, natural ecosystems encourage outdoor recreation which can have positive impacts on both physical fitness and mental health

Ecological footprint is another concept you should become familiar with. This is a measurement tool used to describe the demand on Earth’s ecosystems and natural resources due to a given human lifestyle. The ecological footprint measures the amount of land and ocean that are needed to regenerate (if possible) the resources a human population consumes, and to absorb and treat the waste a population produces. A carbon footprint is a type of ecological footprint, and is a measure of the amount of greenhouse gases produced by human activities. You can measure your carbon footprint at http://www.epa.gov/climatechange/emissions/ind_calculator.html.

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Environmental Issues and Terms Test Your Knowledge 1. What is the current (2009) human population in the world? a. 3.5 billion b. 6.8 billion c. 9.2 million d. 18.1 billion

6. Worldwide, how many cars and trucks are used each day? a. 10 million b. 100 million c. 200 million d. 600 million

2. What is the name of the natural environment of a plant or animal? a. surroundings b. biosphere c. habitat d. atmosphere

7. What uses the most water, worldwide? a. agriculture b. swimming pools c. chemical plants d. household use

3. What is the most populous country in the world? a. China b. United States c. South Africa d. Australia

8. What term describes something that can be broken down by organisms such as bacteria? a. compound b. environmentally friendly c. biodegradable d. recycled

4. What is the name of a substance that dirties the air, water and/or ground? a. pesticide b. garbage c. pollutant d. insecticide

9. What percentage of the world’s energy is produced by carbon-based fuels? a. 20% b. 40% c. 60% d. 80%

5. What country has the largest ecological footprint per person? a. United States b. Italy c. Japan d. Afghanistan

10. What is the haze caused by the effect of sun on air that is polluted by car exhaust? a. fog b. smoke c. smog d. ozone

1. b; 2. c; 3. a; 4. c; 5. a; 6. d; 7. a; 8. c; 9. d; 10. c Adapted from Facing the Future: Education on Sustainability and Global Issues (www.facingthefuture.org)

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Environmental Issues and Terms Crossword Puzzle

ACROSS 2. Something to drink when you’re thirsty 3. Knowledge acquisition 4. Largest, most populous region of the world 6. Grower of food 9. Starvation 10 What geese and other birds do 12. Having an option 14. Over 6 billion worldwide 16. Raw materials 19. Cast a ballot 20. Your use of resources is your ecological __________ 22. Wanderer 23. Country 24. Contentious disagreement 27. Air current 28. Wind and solar are two forms 31. Edges 33. Body of salt water 35. Make different 37. Lend a hand 38. Safe and sound 39. Folks

DOWN 1. Power from the sun 2. Cultural perspective 3. Our surroundings 5. Continent where Zambia is 7. Everyone living together happily 8. Give choices to 11. Linked 13. Gas guzzlers 14. Lack of wealth 15. Deadly combat 17. Study of balance in nature 18. A resource that regenerates is __________ 21 Liberty and __________ for all 24. Not dirty 25. Nourishment for the body 26. See in your mind’s eye 29. Having the same rights 30. Getting bigger 32. Biological classification 34. 2-wheeled, environmentally clean transport 36. Optimism

Reproduced from Facing the Future: Education on Sustainability and Global Issues (www.facingthefuture.org)

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Environmental Issues and Terms Crossword Puzzle Key

Reproduced from Facing the Future: Education on Sustainability and Global Issues (www.facingthefuture.org)

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Environmental Issues and Terms Worksheet 1. Describe some of the negative effects of polluted water in our rivers, streams, lakes and oceans.

2. What would be the impacts of no clean air to breathe outdoors or indoors?

3. What might happen if a large number of species were to become extinct?

4. What could happen if there were no forests left on Earth?

5. If you had to live in one of the following worlds, which would you choose, and why? a. A world with clean water in all the rivers, streams, lakes and oceans. b. A world with non-polluted air both outdoors and indoors. c. A world with a diversity of wildlife. d. A world with an abundance of plants including trees and other vegetation.

6. Choose two of the following social issues that are most important to you: food availability, transportation, water quality, education, affordable housing, air quality, healthy ecosystems, energy, employment, and healthcare. Using the space below, describe your vision of the world in 25 years, being sure to incorporate the two social issues you chose. (Focus on what you would like the future to be like, and use positive language. For example, instead of writing “In the future, people will not use polluting fossil fuels,” say “In the future we will use clean, renewable energy sources.” Please use additional paper to expand your ideas for your personal and positive vision for the future.)* In my vision of the future…

*Adapted from Facing the Future: Education on Sustainability and Global Issues (www.facingthefuture.org)

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Project Brainstorming In this exercise you will use brainstorming to help you refine your general areas of interest to develop a more specific topic. This is the Identify a Problem part of the first step of the Scientific Method.

Brainstorming is a process of spontaneous thinking used by an individual or a group to generate ideas without judgment. Brainstorming is a tool that will help you generate new ideas, as well as help you make connections between different ideas.

To get started, think about one or two environmental issues that interest you. These can be topics you learned about on an EnvironMentors field trip, discussed in another class, read about in the newspaper, or are of personal concern to you. Once you have identified an interesting environmental issue, use one of the two brainstorming techniques below to help you develop a specific project topic idea. For both methods, be sure to turn off your “Inner Critic,” the voice inside that tells you something is a bad idea. You should be open to any ideas that come to you.

Brainstorming Web • Write your environmental issue in the center of a large piece of paper, and draw a circle around it.

• From that center circle, draw lines to connect other ideas that relate to your issue.

• Allow one idea to lead to another, keeping them connected.

• The web could have several layers, but check back to see how each new idea links back to your original issue.

• Keep going until your web runs dry.

Sample:

Zoos and Aquariums

Wildlife Protection Loss of Habitat

Endangered species

Photo Log

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Digital cameras and/or camera phones can be great tools to help you identify some new things that may interest you about the environment. If you don’t own a digital camera and/camera phone, ask your mentor or Student Coordinator for help.

Many times we may see things that we find interesting, but the passing moment happens all too quickly and we easily forget about them. Keeping a visual record of momentary glimpses of a bird, interesting looking tree, building, flower, car, turtle, cloud formation or anything you spot while on field trips or simply out and about in your community can be a great way to help you identify new found environmental interests that you may not have thought about before. Keep a running visual log of things, images, anything you find interesting in your community and environment during the month of October, and use this to help you focus in on your EnvironMentors Project Topic. You can enter any photos you take into the EnvironMentors Photo Contest (see Program Basics Section 1).

Clustering • Write your environmental issue at the top of a large piece of paper.

• Underneath your issue, begin to write related ideas using only words and short phrases.

• Use different colored makers/pencils to record different ideas.

• Use both printing and cursive to indicate which ideas are main thoughts and which are supportive ideas.

• Don’t focus too much on organization, just keep generating ideas.

• As ideas start to form, you can cluster them together on your piece of paper, or link them by drawing lines between them.

Water Pollution

What causes water pollution?

• • •

Effects of water pollution •

Chemicals Pesticides Trash/litter

•

Kills fish and other marine animals Contaminates drinking water

When you have finished brainstorming, take some time to reflect on the ideas you generated.

Are there any that are particularly interesting to you? Look for topics that might need further investigation. Choose one of your ideas to use in the next exercise.

Adapted from Teaching English Language Arts: Brainstorming (wiki.elearning.ubc.ca/tela/BrainStorming/backlinks)

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What You Know

The brainstorming exercise helped you to identify an environmental issue you are interested in and feel needs further investigation. This activity will help you generate a Research Question, the Ask a Question part of the first step of the Scientific Method. In the table below, write down the idea you chose at the end of your brainstorming exercise in the space provided. Then make a list of everything you know about that topic. Next, list all the things you think you know (but maybe aren’t sure) about the topic. Finally, write a list of questions you’d like to ask about the topic. From your list of questions, write a draft research question.

Your general topic area:

Things you know about your topic area:

Things you think you know about your topic area:

Questions you would like to ask about your topic area:

Draft Research Question:

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Project Topic Form – Assignment

With the guidance of your mentor, chapter coordinator, and/or teacher, use this worksheet to fully develop your project topic.

General Topic Area _________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Problem Statement Write a one or two sentence description stating the environmental issue you will address with your project. _____________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Need for the Project Develop a one paragraph (approx. 100 words) summary stating the need for your project. Think in terms of importance to your community and the environment. ___________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Project Purpose Develop a one paragraph (approx. 100 words) statement of the purpose of your project. Thoroughly describe what you hope to learn by investigating your topic using the Scientific Method. ___________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Research Question State your research problem in terms of a question you can answer through experimentation. ____________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Mentor’s Initials: __________ Chapter Coordinator’s Initials: __________

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Background Research

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Introduction Step 2 of the Scientific Method: Conduct Background Research In this section you will complete a Literature Review and an Expert Interview for your background research. You will learn more about the topic area you chose in Step 1. You will find out what is already known about your topic, and the research that other scientists have already done. By doing background research, you can learn about techniques and methods that might be useful for investigating your topic.

Literature Review Spending some time at the library researching your topic will save you a lot of time when planning and carrying out your experiment. Your chapter coordinator will arrange a trip to your local university library to expose you to the various resources you can use for your background research. You will also gain valuable library and internet research skills that will be useful for the remainder of your high school career and when you go on to college.

Expert Interview Your mentor and/or chapter coordinator will assist you in identifying a local expert on your topic area who will be able to tell you more about your environmental issue. Hopefully, your Expert will inspire you to think creatively about your topic, and direct you in a productive and interesting direction. Finally, a workshop on Scientific Writing will help you learn how scientists write and communicate with their peers. Skills from this workshop will enable you to write a successful Background Research Paper.

What you learn through your Literature Review and your Expert Interview will help you to form your hypothesis as you continue to the next section of your project.

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Library & Internet Research Skills

The purpose of your Literature Review is to collect background information on your project topic. You will identify at least 6 sources (at least 3 books, journals or magazines, and at least 3 primary internet sources) and create an Annotated Bibliography. An Annotated Bibliography is a brief summary of sources, such as books, journals or articles, about your topic, accompanied by proper citation.

The following pages contain useful information on determining whether an information source is primary or secondary, evaluating the quality of a source, and deciding whether a source is relevant to your project topic. In addition, there are details about how to cite your sources using the MLA style, as well as a sample Annotated Bibliography.

Primary and Secondary Sources • Primary Sources are original documents containing first-hand information about a topic. Different fields of study may use different types of primary sources. Common examples of a primary source are: - Diaries - Interviews - Letters - Original works of art - Photographs - Works of literature •

Secondary Sources contain commentary on, or discussion about, a primary source. The most important feature of secondary sources in that they offer an interpretation of information gathered from primary sources. Common examples of a secondary source are: - Biographies - Dissertations - Indexes - Abstracts - Bibliographies (used to locate a primary source) - Journal articles

Information Resources Librarians The most valuable resource at the library is the librarian. Librarians are specially trained to help you organize your search and find information. Start your Literature Review process by talking to the librarian at your public library, or when you visit your university library with your EnvironMentors chapter. They’ll help you get started, give you ideas for sources, and help direct you to these sources.

Key Words and Bibliographies A good place to start your search is to identify key words related to your project topic and research question and look them up in an encyclopedia, dictionary, and/or textbook.

Use the bibliography at the end of the encyclopedia articles or textbook entries to find sources for further research. Ask your librarian to help you search scientific journals for articles that might be relevant to your project topic. You can also use internet search engines to find more information from the websites of environmental organizations, professional societies, government agencies, etc.

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Use the following table to help you evaluate whether your sources have quality information: Adapted from: Science Buddies (http://www.sciencebuddies.org/science-fair-projects/project_finding_information.shtml)

Good Information

Bad Information

Credible source

Source with unknown or poor credibility

Information is still relevant

Out of date information

Objective

Biased toward a single point of view

Free of errors

Prone to errors

Properly cites the original source of all content

Does not cite original source of content

Easy for others to obtain

Difficult for others to obtain

Finally, for each source you review, use the following table to take brief notes on what you learned and whether it relates to your topic. Remember that you are required to include 6 sources in your Annotated Bibliography (feel free to include more), but you may have to read many more to find 6 that are relevant to your topic.

What You Read

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Citation Style Guidelines (MLA) Adapted from: Purdue Online Writing Lab (http://owl.english.purdue.edu/owl/resource/557/01/)

Type of Source

In-text Citation

Bibliography

Book with 1 or 2 authors

(Gillespie & Lerner, 2000)

Book with 3 or more authors

(Wysocki et al., 2004)

A work in an anthology, reference or collection

(Harris, 2000)

A government publication

(U.S. GAO, 2006)

Article in a magazine

(Poniewozik, 2000)

Article in a newspaper Article in an academic journal

(Krugman, 2007)

Entire website

(Felluga, 2006)

Page on a website

(eHow.com, 2006)

E-mail to you

(Kunka, personal communication) (Purdue, personal communication)

Personal interview

(Bagchi, 1996)

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Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring. Boston: Allyn, 2000.

Wysocki, Anne Frances, et al. Writing New Media: Theory and Applications for Expanding the Teaching of Composition. Logan, UT: Utah State UP, 2004.

Harris, Muriel. "Talk to Me: Engaging Reluctant Writers." A Tutor's Guide: Helping Writers One to One. Ed. Ben Rafoth. Portsmouth, NH: Heinemann, 2000. 24-34.

United States. Government Accountability Office (U.S. GAO). Climate Change: EPA and DOE Should Do More to Encourage Progress Under Two Voluntary Programs. Washington: GPO, 2006.

Poniewozik, James. "TV Makes a Too-Close Call." Time 20 Nov. 2000: 70-71.

Krugman, Andrew. "Fear of Eating." New York Times 21 May 2007 late ed.: A1.

Bagchi, Alaknanda. "Conflicting Nationalisms: The Voice of the Subaltern in Mahasweta Devi's Bashai Tudu." Tulsa Studies in Women's Literature 15.1 (1996): 41-50.

Felluga, Dino. Guide to Literary and Critical Theory. 28 Nov. 2003. Purdue University. 10 May 2006 <http://www.cla.purdue.edu/english/theory>.

"How to Make Vegetarian Chili." eHow.com. 10 May 2006 <http://www.ehow.com/ how_10727_make-vegetarian-chili.html>.

Kunka, Andrew. "Re: Modernist Literature." Email to the author. 15 Nov. 2000.

Purdue, Pete. Personal Interview. 1 Dec. 2000.

Sample Annotated Bibliography (MLA) Reproduced from:Purdue Online Writing Lab (http://owl.english.purdue.edu/owl/resource/557/01/)

Stem Cell Research: An Annotated Bibliography Holland, Suzanne. The Human Embryonic Stem Cell Debate: Science, Ethics, and Public Policy.

Boston: MIT Press, 2001.

This is the annotation of the above source. In this example, I am following MLA guidelines for the bibliographic information listed above. If I was really writing an annotation for this source, I would now be offering a brief summary of what this book says about stem cell research.

After a brief summary, it would be appropriate to assess this source and offer some criticisms of it.

Does it seem like a reliable and current source? Why? Is the research biased or objective? Are the facts well documented? Who is the author? Is she qualified in this subject? Is this source scholarly, popular, some of both?

The length of your annotation will depend on the assignment or on the purpose of your Annotated Bibliography. After summarizing and assessing, you can now reflect on this source. How does it fit into your research? Is this a helpful resource? Too scholarly? Not scholarly enough? Too general/specific?

Since "stem cell research" is a very broad topic, has this source helped you to narrow your topic?

Senior, K. "Extending the Ethical Boundaries of Stem Cell Research." Trends in Molecular Medicine. 7 (2001):5-6.

Not all annotations have to be the same length. For example, this source is a very short scholarly article. It may only take a sentence or two to summarize. Even if you are using a book, you should only focus on the sections that relate to your topic.

Not all annotated bibliographies assess and reflect; some merely summarize. That may not be the most helpful for you, but, if this is an assignment, you should always ask your instructor for specific guidelines.

Wallace, Kelly. "Bush Stands Pat on Stem Cell Policy." CNN. 13 August 2001. 17 August 2001.

Notice that in this example, I have chosen a variety of sources: a book, a scholarly journal, and a web page. Using a variety of sources can help give you a broader picture of what is being said about your topic. You may want to investigate how scholarly sources are treating this topic differently than more popular sources. But again, if your assignment is to only use scholarly sources, then you will probably want to avoid magazines and popular web sites.

Notice that the bibliographic information above is proper MLA format (use whatever style is appropriate in your field) and the annotations are in paragraph form. Note also that the entries are alphabetized by the first word in the bibliographic entry. If you are writing an Annotated Bibliography with many sources, it may be helpful to divide the sources into categories. For example, if I was putting together an extensive Annotated Bibliography for stem cell research, I may divide the sources into categories such as ethical concerns, scholarly analyses, and political ramifications.

For more examples, a quick search at a library or even on the Internet should produce several examples of annotated bibliographies in your area.

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Where to Get Started?

Once you have chosen a project topic, you need to start your initial research. A great place to start is the Encyclopedia of Earth (http://www.eoearth.org/). You can search for your topic within the Encyclopedia of Earth (EoE) by going to the ‘Topics’ tab and clicking on your topic of interest to see all the articles the EoE has to offer. The advantage of using the EoE, over Wikipedia, is that all the articles on the EoE are peer-edited and written by experts in the field. This will make all information in their articles credible for you to use in your Background Research Paper.

Once you have read an EoE article on your topic, you can go to the News section of the EnvironMentors Portal (the third tab at the top of the EnvironMentors Portal page) to find out the latest information on your topic.

Articles from the EoE and an environmental news article should be your first Annotated Bibliography entries.

Quoting, Paraphrasing and Summarizing Reproduced from: Purdue Online Writing Lab (http://owl.english.purdue.edu/owl/resource/563/01/)

What are the differences between quoting, paraphrasing, and summarizing?

Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author.

Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly.

Summarizing involves putting the main idea(s) into your own words, including only the main point(s).

Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material.

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Annotated Bibliography – Assignment

To complete your Annotated Bibliography, you should: • Identify at least three books, professional journals, or newspaper or magazine articles related to your project topic.

• Identify at least three primary internet sources related to your project topic.

• Properly cite each source. (consult page 58 as well as http://owl.english.purdue.edu/owl/resource/557/01/ for more examples) • Prepare a summary of 100-200 words for each source.

Citation Information and Notes Books and Articles 1. Citation: ________________________________________________________________________ __________________________________________________________________________________ Summary Notes: ___________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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2. Citation: ________________________________________________________________________ __________________________________________________________________________________ Summary Notes: ___________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

3. Citation: ________________________________________________________________________ __________________________________________________________________________________ Summary Notes: ___________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ EnvironMentors â&#x20AC;&#x201C; Explore Your World

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Internet Sources 1. Citation: ________________________________________________________________________ __________________________________________________________________________________ Summary Notes: ___________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

2. Citation: ________________________________________________________________________ __________________________________________________________________________________ Summary Notes: ___________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 3. Citation: ________________________________________________________________________ EnvironMentors â&#x20AC;&#x201C; Explore Your World

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__________________________________________________________________________________ Summary Notes: ___________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Mentor’s Initials: __________ Chapter Coordinator’s Initials: __________

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Identifying and Interviewing an Expert Now that you’ve chosen a project topic area and completed your literature review, your task is to find and interview an expert. Your expert will be able to give you more insight into your topic, and give you advice on how to proceed with your project.

Identify an Expert Work with your mentor to identify potential experts working in the field of your project topic. Look through EnvironMentors’ Expert Database posted on the EnvironMentors Earth Portal for an expert in your project topic. You can send EnvironMentors Experts messages via the Earth Portal to directly contact them. In addition, you can use websites such as www.earthportal.org and www.wiserearth.org to identify experts working on your topic area.

You can also do internet searches using key words related to your project topic to help identify scientific and environmental organizations and agencies located in your area that might have possible experts.

A great resource is your Chapter University’s web site. Your mentor can help you use the website to identify faculty or graduate students who are conducting research on your topic area.

Make Contact Once you have identified two or three individuals whom you could interview, call or e-mail to introduce yourself as a student conducting an EnvironMentors Project and request a date and time for an interview. Make sure to first request a date and time for an in-person interview. You will gain much more insight into your topic area if you conduct an in-person interview. However, if this is not possible, set up a telephone interview at a designated time.

Develop Your Interview Questions The more prepared you are, the more useful your interview will be. Use what you learned in your Literature Review to write questions that show your Expert that you are invested in your project. You don’t want your Expert to think that you know nothing about your topic and are using their time unwisely. Use the space provided on the next few pages to write down the questions you prepare ahead of time. Be sure to ask your mentor for assistance and advice in developing your interview questions.

Send your Questions in Advance When setting up your interview time, ask your Expert if they would prefer to receive your questions in advance so they can prepare their answers.

Gather Materials Be sure to take this manual to your interview, as it contains all the information you’ve learned so far about your topic, as well as your interview questions. Bring extra pens or pencils, as well as some extra paper in case you run out of room for notes in the space provided on the next few pages.

Dress Appropriately and Be On Time Wear a nice pair of slacks or a skirt (no jeans) and a button-down shirt. If possible, try to be 5-10 minutes early to your interview appointment.

Send a Thank You Note Be sure you have your Expert’s postal mailing address so you can send a brief hand written thank you note.

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Expert Interview Notes – Assignment Experts Name: _____________________________________________________________________ Title: _____________________________________________________________________________ Affiliation: _________________________________________________________________________ Address: __________________________________________________________________________ Phone #: __________________________________________________________________________ E-mail Address: _____________________________________________________________________ Interview Questions & Notes My Question: _______________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Expert’s Answer: ____________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

My Question: _______________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Expert’s Answer: ____________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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My Question: _______________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Expert’s Answer: ____________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

My Question: _______________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Expert’s Answer: ____________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

My Question: _______________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Expert’s Answer: ____________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ _________________________________________________________________________________

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My Question: _______________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Expert’s Answer: ____________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

My Question: _______________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Expert’s Answer: ____________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Additional Notes: ____________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Mentor’s Initials: __________ Chapter Coordinator’s Initials: __________

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Background Research Paper â&#x20AC;&#x201C; Assignment The final step in this section of your EnvironMentors project is to write your Background Research Paper. Write a general overview of your project topic using what you learned from your Literature Review and Expert Interview. Be sure to properly cite each source and include it in your bibliography.

You should be sure to address both the similarities and differences of the various sources you used.

You can also use information from your Background Research to support the need for your project that you should have included in your Introduction in the last section. Now is also a good time to start thinking about your hypothesis. In the next section, you will be developing your hypothesis, so write your Background Research Paper in a way that will support the hypothesis you plan to propose.

Finally, you should include a summary of some ideas for investigating your topic. Base these ideas on the other experiments you read about during your Literature Review, or ideas from your Expert.

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Forming a Hypothesis

Introduction Step 3 of the Scientific Method: Develop a Hypothesis Now that you’ve learned more about your project topic by completing your Background Research, you can make an educated guess about the answer to the research question you asked in Step 1. This educated guess is your Hypothesis. It is useful to state your hypothesis in a way that can be tested in your experiment.

Tips for Developing a Hypothesis  Think about what will happen to your dependent variable when you change your independent variable, based on your background research. Keep in mind that both your dependent and independent variables should be easily measured.  Your mentor, your teacher, and your chapter coordinator are great resources to help you think about your hypothesis. Be sure to ask them for advice.  Remember that your hypothesis doesn’t have to be the “right answer.” In fact, it is perfectly all right if your experiment disproves your hypothesis. Scientists often learn the most when they disprove their hypothesis, because it usually means that something new and unexpected happened.

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Hypothesis Form – Assignment

With the guidance of your mentor, chapter coordinator, and/or teacher, use this form to record your hypothesis. Remember that a good hypothesis will: •

be based on information you learned during your background research,

•

include your independent and dependent variables,

•

be worded in a way that can be tested by experiment.

Research Question Re-state the question you developed in Section 4. _________________________ __________________________________________________________________________________ __________________________________________________________________________________

Hypothesis Record your educated guess about the answer to your research question. ____________ __________________________________________________________________________________ __________________________________________________________________________________

Variables (refer to page 73 for more information regarding variables) Independent (the variable you will control): _______________________________________________ Dependent (the variable that will change in response to changes in the independent variable): _______ __________________________________________________________________________________ Controlled (the variables you will hold constant): ___________________________________________ __________________________________________________________________________________

Mentor’s Initials: __________ Chapter Coordinator’s Initials: __________

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Designing an Experiment

Introduction Step 4 of the Scientific Method: Design an Experiment Using what you learned from your Background Research, and with the guidance of your mentor, you will develop a materials list and experimental procedure to objectively test your Hypothesis.

The following pages will give you a greater understanding of the difference between independent, dependent and controlled variables. While actually doing your experiment is probably the most fun part of the Scientific Method, preparing your procedure and materials list for the experimentation is probably the most important. The more you prepare, the more smoothly your experiment will go. Your mentor and his/ her network of friends and colleagues are great resources for help with developing your experimental procedure and may be able to help you obtain access to the experimental equipment necessary for your project. If you and your mentor need more assistance obtaining equipment, be sure to talk to your chapter coordinator well in advance.

Goals of Step 4 of the Scientific Method: Design an Experiment  Accurately define the observations you need to make and what data you need to collect to test your hypothesis.  Clearly identify a study site(s) that is suitable for your research.  Identify your independent, dependent and controlled variables, and explain how you will manipulate your independent variable.  Describe your experimental methods and sampling techniques with sufficient detail.  Create a comprehensive materials list.

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Variables In a scientific experiment, you are measuring how changing one factor in a system affects another factor. These factors are called variables, and an experiment generally has three types: independent, dependent and controlled.

Tip: Good variables are usually those that you can measure with a number (e.g., concentrations of pollutants, time of day, temperature) or observe objectively (e.g., colors, growth).

The independent variable is the one that you, as the scientist, change or manipulate. Your experiment should have only one independent variable. For your EnvironMentors project, possible independent variables could be time (e.g., testing the amount of pesticides in the water at the same site on different days) or location (e.g., measuring noise pollution at different locations at the same time of day). Time and location are just two examples of independent variables. You and your mentor should work together to determine the best independent variable for your project.

The dependent variable changes in a consistent manner in response to changes you make in the independent variable. In the examples above which used time and location as the independent variables, the dependent variables would be the amount of pesticides in the water, and the amount of noise pollution, respectively. Whereas there should only be one independent variable, the number of dependent variables can vary. For instance, if you were investigating water quality at the same site on different days, your independent variable would be time, and each different pesticide concentration you measure in the water would be a different dependent variable.

The controlled variables are those that you try to keep constant throughout your experiment. These are all variables that might affect your dependent variable. If you were measuring the concentrations of pesticides in water on different days, you would want to make sure that things like the weather and outside temperature remain relatively constant. You should keep track of your controlled variables as carefully as your other variables. Remember that it is important to try to keep your controlled variables as constant as possible. For instance, if you measured the noise pollution at two different traffic intersections in your city (independent variable = location; dependent variable = noise pollution) but made your measurements at different times of day, you wouldnâ&#x20AC;&#x2122;t be able to tell if changes in the amount of noise pollution were due to the different location or the different time of day. Most experiments will have more than one controlled variable. Talk to your mentor and make a list of all the variables you think might affect your dependent variable, and the best way to make sure you keep those variables constant.

You must also compare an experimental group to a control group. The control group is the set of experimental trials where the independent variable is set at its natural state. An experimental group is the set of experimental trials where you change the independent variable.

Example: In an experiment investigating the effects of acid rain on plant growth, you might grow different plants and water them with water at different pH values. The plants watered with water with a pH naturalâ&#x20AC;? rain value of 5.6 would be your control group and the plants watered with water with more acidic pH values would be your experimental group. In some projects, it might not be possible to measure a control group. Be sure to discuss this with your mentor and/or chapter coordinator

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Developing an Experimental Procedure After identifying your variables, the next step is to design a procedure for how you will manipulate your independent variable, and how you will measure the resulting changes in your dependent variable(s).

Each time you perform your experiment it is called a trial. Remember that for your EnvironMentors project, you will need to conduct at least three trials of data collection. Three trials are necessary to collect sufficient data to answer your research question. Conducting more than three trials is strongly recommended as additional trials will produce additional data and therefore reduce the margin of error.

Tips for Developing an Experimental Procedure  In order to make sure that the changes you observe in your dependent variable are due to changes in your independent variable, you should make sure that your controlled variables remain constant.  You must also compare an experimental group to a control group. Know the difference between controlled variables and your control group.  Develop an experimental procedure by writing a step-by-step list of how you will conduct your experiment. Be as detailed as possible. When writing your procedure, pretend that another scientist will be repeating your experiment. They should be able to perform your experiment exactly as you did by following your step- by- step procedure.  Your experimental procedure should detail how you plan to execute Effective Data Sampling.

Experiment Design and Effective Data Sampling Several attributes characterize effective sampling: accuracy, consistency, and persistence. You will see these tips again in the next section Data Collection & Analysis.

Accuracy is the foundation of all scientific observation. Care in taking the measurements is the first step. The equipment used and efforts to keep it in good condition are very important. Strive for perfection in recording data entries and tests.

Consistency means doing the experiment the same way every time. This lets you compare your data against others doing the same tests. Consistency is also important over time. You want to watch changes and trends in your data; the data that you have taken in the past must be directly comparable to the data you have taken today.

Persistence means regular and frequent observations, allowing a greater understanding of what is happening at a measurement site. Also, regular observations are easier to interpret and can be used with greater confidence, especially when unusual phenomena are being measured.

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Creating a Materials List What type of supplies and equipment will you need to complete your EnvironMentors project? By making a complete list ahead of time, you can make sure that you have everything on hand when you need it. Some items may take time to obtain, so making a materials list in advance is key!

As with your Experimental Procedure, your Materials List include the specific amounts of each item you’ll need (500 g of soil, rather than just listing soil). Ask yourself two questions when developing your materials list: Have you listed all necessary materials? Have you described the materials in sufficient detail?  Tip: At a simplified level, you can think of your Materials as the ingredients list of a recipe. A recipe that lists only flour, sugar and eggs would be useless without specified quantities. Your materials list needs to be as detailed and specific as a cooking recipe ingredients list.

Science Buddies.org provides an example of a “good” and a “bad” materials list  A Good Materials List Is Very Specific

X A Bad Materials List

500 ml of de-ionized water

Water

Stopwatch with 0.1 sec accuracy

Clock

AA alkaline battery

Battery

If you and your mentor have any problems obtaining the materials and equipment you need for your experiment, be sure to talk to your chapter coordinator.

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Experimental Methods & Materials List â&#x20AC;&#x201C; Assignment

With the guidance of your mentor, chapter coordinator, and/or teacher, use this worksheet to fully develop your experimental procedure and materials list.

Identify your variables and the specific quantity (weight, time, etc.) you will measure, and describe how you will make your measurements.

Independent Variable ________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Dependent Variable(s) _______________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Controlled Variables _________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Experimental and Control Data Sets You must have at least 3 experimental data sets and 1 control data set. If a control data set is not possible for your project, consult your chapter coordinator. ______ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Study Site(s) Your study site(s) should be an area you can visit regularly and consistently. _________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Materials List Include everything you will need to carry out your procedure, and be sure to list amounts.

Put a star next to items you think might be difficult to obtain so you and your mentor can get assistance from your chapter coordinator. _________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Experimental Procedure Write step-by-step instructions for how you will perform your experiment. Be a specific as possible. _______________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Mentor’s Initials: __________ Chapter Coordinator’s Initials: __________

You have completed Step 4 of the Scientific Method: Design an Experiment. In the next section, you will carry out the experiment you just planned.

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Data Collection & Analysis

Introduction Step 5 of the Scientific Method: Data Collection & Analysis This section will likely be both the most fun and the most challenging part of your project. Most students have a great time getting outside and doing their experiment, but sometimes find analyzing and interpreting their data difficult. Donâ&#x20AC;&#x2122;t forget to ask your mentor for help and advice throughout this part of your project.

You will work with your mentor to use Google Earth or Google Maps to characterize the location of your study site. When you are at your study site(s), write down all your data, but also record any other interesting observations. When the time comes to write your Final Research Paper, it is always better to have too much information than too little. Also, remember to take pictures and/or make drawings and diagrams of your study site(s). These will be useful when you create your Project Display Board or Poster.

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Study Site Characterization

Use Google Maps (http://maps.google.com) or Google Earth (http://earth.google.com) to print out a map of your study site(s) location(s). Cut out the maps and paste them in the space below.

Map view:

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Study Site Characterization Satellite view:

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Raw Experimental Data – Assignment

Use the space below and on the next few pages to record your experimental data. It is useful to think about the data you will be collecting and create tables ahead of time. Be sure to record data for all your variables and any changes you need to make to your procedure. If you run out of space, record your data on extra sheets of paper.

Use the National Weather Service website (http://www.nws.noaa.gov/) to record the meteorological conditions (temperature, relative humidity, precipitation) each time you visit your study site.

Mentor’s Initials: __________ Chapter Coordinator’s Initials: __________

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Raw Experimental Data

Mentor’s Initials: __________ Chapter Coordinator’s Initials: __________

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Raw Experimental Data

Mentor’s Initials: __________ Chapter Coordinator’s Initials: __________

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Data Analysis

Now that you have collected a significant amount of data it is time to complete the data analysis portion of Step 5: Data Collection & Analysis. In the next section, you will determine what your data mean and draw a conclusion. Below are some sample raw data sets, analysis, and graphs. Your mentor and/or chapter coordinator will help you determine which type of graph is best for your data. If you are inexperienced in Excel or another computer graphing program, ask your mentor for assistance in creating your graphs.

Calculating Your Data The mean of your data is the average. To calculate the mean of a set of data, add all the values and divide by the number of data entries.

The mode is the value that occurs most frequently in your data set. To compute the mode, count the number of times each value occurs in the data set and then choose the data value with the highest sum.

The median is the central value of an ordered distribution. To obtain the median, order the values from the lowest to the highest and select the data value that occurs in the middle of your distribution. If your data set has an even number of entries, the median is the mean of the middle two values.

(Almost everyone will need to calculate mean values for their data sets. Calculating the mode and median values may not be useful. If youâ&#x20AC;&#x2122;re not sure, consult your mentor.)

Graphing Your Data: Basic Graph Types Bar Graphs are used to show relationships between groups. The values being compared do not need to affect each other. This type of graph is an easy way to show large differences.

Line Graphs are used to show how changes in one variable affect changes in another variable. Most line graphs are created by plotting the independent variable on the x-axis (bottom) and the dependent variable on the y-axis (left). Line graphs can also be used to show how data change over time.

Pie Graphs are used to show how part of something relates to the whole. Pie graphs are used to effectively show percentages.

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Example 1: Using a bar chart to show the differences in rates of water percolation through different types of soil.

A student set up her experiment by placing a clean piece of filter paper in four different funnels. To three of the funnels, she added 25 mL of sand, clay, and soil, respectively. The fourth funnel had just the filter paper, and served as the control data set. She then poured 25 mL of water through each funnel, and measured the time, in seconds, it took for all the water to percolate through the funnels.

She repeated her experiment a total of three times. Her raw data sets, her mean values, and her bar chart are shown below. Notice that she used her mean values to create her bar chart.

Trial 1

Soil type

Trial 2

Trial 3

Mean

Time (seconds)

Sand

40

41

45

42

Clay

55

60

57

57.3

Potting Soil

21

23

27

23.7

Control

8

5

4

5.7

Comparing Water Percolation Through Different Soil Types 70

Percolation Time (sec.)

60 50 40 30 20 10 0 Sand

Clay

Soil Soil Type

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Control

Example 2: Using a line chart to show the changes in river flowrate over time.

A student measured the flowrate of water in four of his local rivers. Note that in this experiment, there is no control group, the student is comparing the different experimental data sets to each other. The student measured the flowrate three times during the transition from winter to spring with the assistance of his mentor and a park ranger. His raw data sets and his line chart are shown below.

January 1

River

February 1

March 1

Flowrate (cubic feet per second)

Klamath River

375,000

327,000

320,000

Eel River

647,000

542,000

498,000

Trinity River

166,000

161,000

131,000

Mad River

62,000

57,000

38,000

Comparing River Flowrates 7.0E+05

Flowrate (cu. ft/sec)

6.0E+05 5.0E+05 4.0E+05 3.0E+05 2.0E+05 1.0E+05 0.0E+00

1-Jan

1-Feb Klamath

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1-Mar Trinity

Mad

Example 3: Using a pie chart to show the different bird species observed on the Outer Banks of North Carolina.

A student counted the number of different types of birds she observed during a two-hour period at a specific beach location. She returned to the same location three days in a row and counted birds during the same two-hour time block. Her raw data sets, her mean values, and her pie chart are shown below. Notice that she used her mean values to create her pie chart.

Type of Bird

Day 1

Day 2

Day 3

Mean

Number of birds

Pelican

10

12

15

12.3/66.8= 18%

Sanderling

20

18

17

18.3/66.8= 27%

Great Egret

15

16

15

15.3/66.8= 23%

Snowy Egret

9

8

11

9.3/66.8= 14%

Other

12

10

13

11.6/66.8= 17%

Birds Observed at Emerald Beach 17%

18%

14%

27%

23%

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Pelican Sanderling Great Egret Snowy Egret Other

Data Analysis â&#x20AC;&#x201C; Assignment

Using Excel or another computer graphing program, create graphs or charts that display your data in a manner that is easy to interpret. Print two copies of you graphs. Cut out your first copy of graphs and charts and paste them in the space below. Turn in the second copy to your chapter coordinator and/or teacher by uploading it onto the your EnvironMentors Earth Portal page.

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Data Analysis

**Post your Data Analysis on your Chapter EnvironMentors Portal for Commenting**

You have completed Step 5 of the Scientific Method: Data Collection & Analysis. In the next section, you will determine what your data mean and draw a conclusion.

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**ADDITIONAL Experimental Data & Data Analysis Sheets Raw Experimental Data

Mentor’s Initials: __________ Chapter Coordinator’s Initials: __________

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Raw Experimental Data

Mentor’s Initials: __________ Chapter Coordinator’s Initials: __________

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Data Analysis

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Data Analysis

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Drawing a Conclusion

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Introduction Step 6 of the Scientific Method: Draw a Conclusion Now that you have completed your experiment and analyzed your data, it is time to reflect back on your project to develop a project discussion and draw a conclusion about your project. The Discussion and Conclusion section of your research paper is when you explain what your results mean, and how they relate to your hypothesis.

Discussion Your discussion should summarize what you learned through your experimental research. When writing this section, ask “How could I best explain my results in words (without the visual assistance of charts and graphs)? The discussion will explain: how you conducted your experiment, what data you collected, what observations you made, and what you learned.

Conclusion In your conclusion, you should discuss how your data, and what you learned, relate to the hypothesis you formed in Section 6. Did your data support or disprove your hypothesis? If your data supports your hypothesis, you should summarize the reasons why, using your background research to defend your argument. If your data disproves your hypothesis, think about the reasons this may have happened. If you are having difficulties finding reasons your experiment turned out differently than expected, be sure to discuss it with your mentor. Experimental errors may have contributed to your data disagreeing with your expected outcome, but remember, if your data disproves your hypothesis, this doesn’t mean your experiment was “wrong,” it just means you learned something new and unexpected.

Tips for Discussion and Conclusion  Remember not to use phrases like “I believe…” or “I think…” Scientists always try to keep their opinions separate from the Scientific Method. Instead, use phrases like “The data show…”  The Conclusion is the section where you can make suggestions for future research on your topic. Include interesting ideas for continuing your project, or for determining why your data disagreed with your expectations.

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Data Interpretation Worksheet

With the guidance of your mentor, chapter coordinator, and/or teacher, use this worksheet to guide you through developing your Discussion section and drawing your Conclusion.

Discussion How did you conduct your experiment? What observations and data did you need to collect to answer your research question and evaluate your hypothesis? Refer to your experimental procedure, but focus on explaining why you designed your experiment the way you did. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

What did you find out? What did your data tell you? Refer to your graphs and charts from your Data Analysis, but remember to pretend you are trying to describe your data to someone who isnâ&#x20AC;&#x2122;t looking at your graphs. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ EnvironMentors â&#x20AC;&#x201C; Explore Your World

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Can you identify any sources of experimental error in your original procedure or in the actual data collection that may have affected your results? How would such error have affected your data? How can such sources of experimental error be avoided in the future? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Conclusion Do your data support or disprove your hypothesis? Explain. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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How well do your results address your original research question? Has your research question been fully answered? Explain why or why not. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Based on what you learned, what additional research do you think should be conducted in order to advance the understanding of your project topic? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Finally, discuss some ideas for how your community can use what youâ&#x20AC;&#x2122;ve learned to help make a cleaner environment or conserve natural resources. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ EnvironMentors â&#x20AC;&#x201C; Explore Your World

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Discussion & Conclusion â&#x20AC;&#x201C; Assignment Using your answers from the worksheet on the preceding pages, develop the Discussion & Conclusion section of your final research paper. It should be approximately 2-3 pages in length. Upload it to your Student page on your Chapter EnvironMentors Portal turn it in to your teacher or chapter coordinator.

You have completed Step 6 of the Scientific Method: Draw a Conclusion.

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Communicating Your Results

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Introduction Step 7 of the Scientific Method: Communicate your Results Sharing your results is a very important step in the Scientific Method, as it allows science to continue advancing our knowledge of the world around us. You will Communicate Your Results by writing your Final Research Paper, creating a Project Display Board for your EnvironMentors Chapter Fair, and finally by developing a lesson plan for an Elementary School Visit. These assignments will help you improve your written and verbal communication skills, which will benefit you throughout high school, college, and your career.

Tip:

You have already written the majority of your research paper in Steps 1-6 of the Scientific Method. All that remains is to combine the pieces into a final paper and make sure they flow together. As you finish each assignment in this section, donâ&#x20AC;&#x2122;t forget to ask your mentor for assistance with editing and advice.

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Research Paper Outline & Writing Tips

If you have successfully completed each of the sections of your EnvironMentors project, you should have all the information necessary to create your Final Research Paper. Your final paper should be about 10-12 pages in length, but be sure to consult your chapter coordinator and/or teacher for specific page requirements. Your paper must include the following elements: Title Page • A title that clearly describes your project • A picture or image that relates to your project • Your name, your EnvironMentors chapter, your mentor’s name, and your class name (if applicable) Abstract • A complete summary of your project. See page 109 for more details.

Introduction (You completed this part of your paper in Section 4: Project Planning) • Description of your general topic area • Problem statement regarding your specific environmental issue • Explanation of the need for your project • Description of your project purpose • Your research question Background Research (You completed this part of your paper in Section 5: Background Research) • Summary of what you learned from both your Literature Review and your Expert Interview • Discuss both the similarities and differences of the information you studied • Summary of previous experiments in your project topic area • Include your hypothesis in this section. Make sure to present a logical argument for why your background information supports your educated guess.

• Remember to properly cite all your information sources, and list them in your Bibliography. Include your interview questions as an appendix.

Experimental Method (You completed this part of your paper in Section 7: Designing an Experiment) • Description of your variables (independent, dependent and controlled) and how you will measure them.

• Description of your experimental and control data sets.

• Detailed information about the location of your study site(s), including maps.

• Materials written in paragraph form rather than as a list.

• Experimental procedure. This should be written in paragraph form as a description of what you did, rather than as a list of instructions.

Results & Analysis (You completed this part of your paper in Section 8: Data Collection & Analysis) • The data you collected in organized tables. This should be your final calculations (means etc.)

• Graphs that display your data in a way that is easy to understand.

• Brief description of each graph.

• Include your raw data and calculations in an appendix.

Discussion & Conclusion (You completed this part of your paper in Section 9: Drawing a Conclusion) • Description of how you conducted your experiment and why you designed it the way you did.

• Brief description of what each graph in your Results section mean.

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• • • • • •

Summary of what you learned Discussion of sources of experimental error Explanation of whether your data support or disprove your hypothesis.

Summary of how your results address your original research question.

Suggestions for further investigation of your project topic.

How your results can be applied in your community.

References • Include the bibliography you created in Section 5.

Acknowledgements • Thank the people who have helped you accomplish your work on this research project Appendices • Expert interview questions • Raw data and calculations • Any other information you feel is important

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The Abstract

An abstract is a complete but concise description of your entire research paper meant to give a general overview of the subject while enticing potential readers to read the full paper. You will write it once you have completed the entire paper, but it will eventually be the first piece that readers see. Your abstract should generally be no longer than 250-300 words in length. Do not include your charts and graphs.

Also, do not begin your abstract with: “This report will look at…” Your abstract should include the following elements: Motivation and Problem Statement Summarize the importance of your project. Why is this environmental issue interesting? The first few sentences of your abstract should grab the reader’s attention. Briefly summarize your problem statement.

Approach Include the basic components of your experimental design.

Results What were the results of your experiment? Avoid vague terms such as "very,” “small” or “a lot.”

Conclusion Describe the implications of your results. Include a summary of how your results compare to other scientists’ results. Very briefly summarize your ideas for continued investigations of your project topic.

Sample Abstract The Effects of Ambient Air Pollution on School Absenteeism Due to Respiratory Illnesses.

Original Article: Epidemiology. 12(1):43-54, January 2001.

We investigated the relations between ozone (O3), nitrogen dioxide (NO2), and respirable particles less than 10 [mu]m in diameter (PM10) and school absenteeism in a cohort of 4th-grade school children who resided in 12 southern California communities. An active surveillance system ascertained the numbers and types of absences during the first 6 months of 1996. Pollutants were measured hourly at central-site monitors in each of the 12 communities. To examine acute effects of air pollution on absence rates, we fitted a two-stage time-series model to the absence count data that included distributed lag effects of exposure adjusted for long-term pollutant levels.

Short-term change in O3, but not NO2 or PM10, was associated with a substantial increase in school absences from both upper and lower respiratory illness. An increase of 20 ppb of O3 was associated with an increase of 62.9% [95% confidence interval (95% CI) = 18.4-124.1%] for illness-related absence rates, 82.9% (95% CI = 3.9222.0%) for respiratory illnesses, 45.1% (95% CI = 21.3-73.7%) for upper respiratory illnesses, and 173.9% (95% CI = 91.3-292.3%) for lower respiratory illnesses with wet cough. The short-term effects of a 20-ppb change of O3 on illness-related absenteeism were larger in communities with lower long-term average PM10 [223.5% (95% CI = 90.4-449.7)] compared with communities with high average levels [38.1% (95% CI = 8.5-75.8)]. Increased school absenteeism from O3 exposure in children is an important adverse effect of ambient air pollution worthy of public policy consideration.

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Writing Tips Use precise language. Scientific writing must be accurate and precise. While your English teacher might tell you not to use the same word twice in one sentence, this is not a concern in scientific writing.

A student who tried not to repeat the word hamster produced this confusing sentence: “When the hamster was put in the cage with the other mammals, the animals began to play.”

Be careful using commonly confused words such as “effect” and “affect.” The following usages are correct: “Temperature has an effect on the reaction,” or “Temperature affects the reaction.”

Do NOT use first person voice. You should also avoid stating your opinion. Instead of using “I think…” use “The data indicated…” Rather than writing “I analyzed the samples,” write: “The samples were analyzed.” If you cannot avoid the first person voice without constructing an awkward sentence, always use “we” rather than “I” because scientists never work alone.

Use active voice whenever possible. It is more concise than the passive voice. Instead of: “An increased appetite was manifested by the rates of food consumption and an increase in body width,” write, “The rats exhibited an increased appetite and weight gain.”

Vary your sentence structure. Feel free to use compound sentences, but don’t let them turn into run-on sentences. Strive for clarity.

Carefully proofread your paper to eliminate all errors in grammar, spelling, punctuation, and typing.

Use Spell Check, but remember that it will not catch all mistakes and may not recognize some scientific terms. Peer edit with a friend, or have someone in your family look over your paper. When you are feel your paper is in near-final form, have your mentor provide a final edit.

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Final Research Paper â&#x20AC;&#x201C; Assignment

After you have completed your research paper using the outline and writing tips on the previous pages, print out a copy and turn it in to your teacher or chapter coordinator.

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Public Speaking & Presentation Tips Feeling nervous before giving a presentation is natural. The best way to make sure you do well at your Chapter’s Fair is to be prepared, and take steps to minimize your anxiety. Following are some tips on controlling your butterflies so you can give a great presentation and impress the judges with your project: Know your material. Remember that after completing your EnvironMentors Project, you are now an expert on your topic. Review your background research, data, and conclusions. The more comfortable you are with your material, the easier it will be to present your information. It is not necessary to discuss everything you know in your presentation, you can share additional information when the judges ask you questions. It is acceptable to use humor, personal stories, and conversational language, but consult your mentor ahead of time to determine what stories are appropriate.

Practice. Practice. Practice! Rehearse out loud with all the materials you plan on using in your presentation. Revise as necessary. Work to control filler words (um, ah, you know); Practice, pause and breathe. Practice with a timer and allow time for the unexpected. Practice in front of a mirror, with friends, family, and/or your mentor.

Know the audience. At the Chapter and National Fair, your audience will be the judges. If there is time before the judging period begins, mingle with the judges and introduce yourself. It’s usually easier to speak to someone you’ve already met (even if it’s just once) than to a complete stranger.

Know the room. Arrive early, walk around the fair location, and get comfortable with your display board set up. If you brought models or visual aids, make sure you are comfortable with them.

Relax. When a judge comes to your display board, begin by greeting them. It buys you time and calms your nerves. Pause, smile and count to three before saying anything. ("One one-thousand, two onethousand, three one-thousand. Pause. Begin.) Transform nervous energy into enthusiasm. Don’t apologize for any nervousness or problem – the judges probably won’t even notice it.

Visualize yourself giving your presentation. Imagine yourself speaking, your voice loud, clear and confident. Visualize the audience clapping for you at the Awards Ceremony – it will boost your confidence.

Realize that people want you to succeed. The judges all want you to be interesting, stimulating, informative, and entertaining. They are evaluating your project and your performance, but they are all rooting for you.

Concentrate on your message. Focus your attention away from your own anxieties and concentrate on the information you want to share with the judges.

Gain experience. Mainly, your presentation should represent you — as an authority on your project topic and as a person. Experience builds confidence, which is the key to effective speaking.

Adapted from Toastmasters International: 10 Tips for Public Speaking (http://www.toastmasters.org)

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Display Board or Poster Elements & Design Tips

Your Project Display Board or Poster is your opportunity to present your project visually. Your goal should be to incorporate all the necessary information both informatively and attractively. Feel free to be creative in your design, and remember that you will be using your display board to attract judges to your project at your EnvironMentors Chapter Fair. Elements of your display board can, and should, be pulled from your research paper.

Required Elements • Project Title • Abstract • Problem Statement • Research Question • Hypothesis • Experimental Procedure • Materials List • Map(s) of your study site(s) location • Results (Tables of data and observations as well as graphs and charts) • Discussion • Conclusion • Acknowledgements Items to Display on the Table • Extra copies of your Abstract for the judges • Final Research Paper in a 3-ring binder • Your EnvironMentors manual with all your raw data and project planning information Optional Elements • Photographs • Drawings and Diagrams • Newspaper articles related to your environmental issue • Water or soil samples (if applicable) • Model demonstrating an element of your project Design Tips Color Consider incorporating colors that relate to your project topic (blues for water quality, greens for forest issues, etc.)

Balance Distribute your information evenly across your entire display board.

Font Use a simple font such as Times New Roman or Arial, and use the same font for your entire board. Vary the size, or use bold or italics to add emphasis.

Creativity Feel free to use any creative techniques you think will enhance your board such as borders or color background sheets. However, strive to keep it simple, uncluttered, and professional looking.

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Display Board Assignment Review the example display boards provided below. Follow the link provided below to complete your own board planning template. Fill in the designated areas of the template with information from your project.

Display Template websites: 1) http://posters4research.com/templates.php#42/56 2) http://www.postersession.com/templates.php 3) http://www.posterpresentations.com/html/free_poster_templates.html

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EnvironMentors â&#x20AC;&#x201C; Explore Your World

Project Display Board or Poster â&#x20AC;&#x201C; Assignment

After you have constructed your display board using the outline and writing tips, you will be ready to present it at your EnvironMentors Chapter Fair, and possibly the National EnvironMentors Fair in Washington, DC.

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Elementary School Visit Teaching Tips

Many people learn best when they are doing rather than just listening.

Elementary school students and many adults will learn better when they are active participants in the lesson. Including hands-on, participatory activities in your lesson will help your students stay engaged during your lesson, and remember what you teach them.

People have different learning styles.

You will find that some people are visual learners (they learn best through what they see), others are active learners (they learn best by being active), and still others are auditory learners (they learn best through what they hear). Try to include as many different learning styles as possible in your lesson so you will reach all types of learners.

Most people learn best when they are having fun.

Elementary school students are much more apt to learn when they are having a good time. Donâ&#x20AC;&#x2122;t be afraid to be lively and enthusiastic in teaching your lesson. Try to include fun, participatory, and interactive activities that will really immerse your students in the lesson. Consider incorporating an educational game into your lesson plan.

People learn best when a lesson is organized, well prepared, and practiced ahead of time.

In order for your audience to really understand your lesson, you must Practice, Practice, Practice. The time you put into being well prepared will be reflected in how engaged you are in your presentation.

Giving short descriptions without much information will make you come across as if you donâ&#x20AC;&#x2122;t know what you are talking about. A great way to prepare is to arrange a practice teaching session with friends, family, and/or your mentor (be sure to include all ages) and see how they respond.

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Elementary School Visit Lesson Plan – Assignment

With the guidance of your mentor, chapter coordinator, and/or teacher, use this worksheet to guide you through developing your Elementary School Visit Lesson Plan.

Project Objective What is the main objective of your project that you wish to communicate to your students? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Educational Objective How can you translate your project objective into educational goals appropriate for your students’ grade level. Try to complete the following sentence: As a result of my lesson, my students will gain an understanding of… __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Lesson Plan Outline Outline the steps you will take to teach your students about your project topic. Include the entire sequence of your lesson plan starting with your introduction, and finishing with your conclusion.

Introduction How will you introduce yourself and your project? Identify the main topic of your lesson and decide how you will get your students’ attention. Try asking them questions about what they already know about the topic. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Lesson Plan Body What activity and/or demonstration will you include to illustrate your project objective.

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Ideas for participatory activities: • Develop a pre- and post-lesson quiz to test your students’ knowledge of your topic before and after your lesson.

• Design a game that illustrates concepts from your project.

• Do a partner exercise in which you ask your students to discuss aspects of your project topic with each other.

• Conduce a brainstorming session in which you ask your students to suggest ideas they have about your topic.

• Have your students draw pictures of subjects related to your project topic.

• Identify a part of your experiment that can be replicated as a demonstration for your students.

• Use media such as flash cards or photos that help illustrate your topic. Ask students to relate the images to concepts from your project. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Lesson Conclusion How will you conclude your teaching lesson? It is important to assess your students’ understanding of the information you presented. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Materials List the materials (such as pictures, handouts, models, games, etc.) that you will need for your lesson. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Things to Consider • Teach to the student who isn’t paying attention. If you have his/her attention, then you will have all the students’ attention. Ask questions, such as, “Joey, can you tell me what pandas eat?”

•

Use appropriate language for the age group. For example, if you are talking to a first grader about habitats, use the word “home” or the phrase “where this animal lives.” If you are talking about “riparian areas”, instead say “areas surrounding rivers and streams.”

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EnvironMentors Fair & Scholarships

EnvironMentors â&#x20AC;&#x201C; Explore Your World

EnvironMentors Scholarships Program EnvironMentors has a growing number and variety of scholarships to offer its students. All students will compete at their chapter fairs to move on to the National EnvironMentors Fair in Washington, DC. The top three students from each chapter will compete for National EnvironMentors scholarships in May. Your chapter may also have scholarships which are available only for students in your chapter. Review the following points in order to be competitive for EnvironMentors scholarships.

Work hard with your mentor throughout the year to ensure your EnvironMentors project is the very best it can be.

Study up on the Public Speaking and Presentation Tips on page 111 in order to present all the hard work you put in on your project in the best possible light at your Chapterâ&#x20AC;&#x2122;s Fair, and hopefully the National Fair.

Do the very best you can at your chapter fair. The first, second, and third place winners from each Chapter Fair are sponsored to travel to Washington, DC to compete along side students from the all the other Chapters at the EnvironMentors National Fair held annually in late May. Remember to pack your presentation, poster, equipment, and other necessary materials, if you are selected to participate in the National EnvironMentors Fair. The National Fair also allow for computer generated Power Point presentations, and web pages, however internet access will not be available. Web pages must be saved locally. The National Fair and Awards Ceremony is a rather formal event. Make sure to pack dress slacks, nice skirt, and blouse.

Scholarships are awarded to EnvironMentors students on the basis of acceptance to college to help pay for college expenses including down payments, books, and other essentials. If you win a national scholarship, you will need to send documentation of acceptance to the college you will attend, along with a copy of your high school diploma. If you win a scholarship at the EnvironMentors Fair during your freshman, sophomore, or junior year, you will receive a letter from EnvironMentors in the spring of your senior year to remind you to send us documentation of college admissions so that we can send you scholarship funds. Please see the following page for the actual list of EnvironMentors Scholarships.

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Chapter Fairs Chapter EnvironMentors Fairs All chapters will host a Chapter Fair, or a chapter based competition of some form, at which you will have your first opportunity to present your project to judges. Judges of Chapter Fairs are typically senior faculty, deans, and department heads. This presents a great opportunity for you to showcase your project and the caliber of research you are capable of performing to senior level faculty and administrators at your chapter’s host university. For this reason alone, you should take every opportunity to do the best you can to present yourself and your project as well as you can at your chapter fair. Should you apply to your chapter’s host university for college, your performance at the Fair, who you met, and who you talked to could impact decision making.

First, second, and third place winners of your chapter’s fair will be identified and will be awarded at your own chapter’s awards ceremony. EnvironMentors Certificates of Achievement provided to all students, and Scholarship Certificates provided to winners, at your Chapter’s Awards Ceremony are important documents of accomplishment for you to include your college portfolio.

University Undergraduate Research and Arts Forum Some Chapters may choose to host their Fair in collaboration with their host university’s Undergraduate Research and Arts Forum (UURAF). Following is Michigan State University’s description of their UURAF. “The University Undergraduate Research and Arts Forum (UURAF) is an opportunity for students to showcase their scholarship and creative activity to the University community. Held every spring, the Forum brings together a community of highly motivated students to share their work with faculty and peers. Students present their research to judges in 1 of 3 formats: an oral presentation, a poster presentation, or a performance demonstration presentation. Over 400 students and 230 faculty mentors from a variety of disciplines participated in last year’s event.”

Like presenting at a regular Chapter Fair, some advantages of presenting at a UURAF at to:  Gain experience in presenting scholarly material  Receive feedback on your poster/presentation from expert judges to improve your work  Excellent resume builder for graduate school or future career  Opportunity to network with other students and professionals who share your interests  Monetary awards for outstanding projects in each category INTEL International Science and Technology Fair (ISTF) Your chapter may also choose to participate in the INTEL ISTF local affiliated fair. The INTEL ISTF is a large, national science and technology fair which benefits from sponsorship from many national science and engineering firms who provide scholarships, fellowships, and internships at the national and local ISTF Fairs. Participating in your local ISTF could result in MANY ADDITIONAL scholarship opportunities to you. Check out www.sciserv.org/isef and encourage your chapter coordinator to consider entering your EnvironMentors chapter into your local ISTF.

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National EnvironMentors Fair and Awards Ceremony The National EnvironMentors Fair and Awards Ceremony is a serious competition, an important opportunity for you, and a really fun event. Here’s why.

Serious Competition - You will compete along side the top three student winners from each of the other chapters. This will likely include some tough competition for the top three Awards for Excellence in Experimental Science and for the Content Scholarships. Individual students are always amazed when they win a scholarship, but it happens every year, and being a winner could happen to you too!

Important Opportunity – The Directors of many of the Chapters also attend the Fair and Awards Ceremony and are on the lookout for interested, knowledgeable, and skilled high school candidates for their programs. Numerous conversations among Chapter Directors and students have resulted in recruitment opportunities for students to schools they never dreamed of considering. You never know who you might meet at the EnvironMentors Fair.

FUN! - The EnvironMentors Fair and Awards Ceremony are a time for student winners, chapter coordinators, directors, teachers and others to come together in an end of the year celebration of a job well done by all. It’s an opportunity for you to meet and get to know students from other chapters. Most of all the National Fair and Awards Ceremony is EnvironMentors opportunity to honor you, our student scholars, mentors, chapter coordinators, teachers, and so many others who worked hard to make the year a great success.

At the Fair, you will be evaluated by at least three judges who will interview you based on the following questions.

1) What originally interested you in your project topic? Why did you select this topic?

2) What are your Project Topic and the Purpose of your project?

3) What is your research question and hypothesis for this project?

4)

Who did you interview in your Expert Interview? What new information did you learn from him or her that you hadn’t obtained through your independent research?

5) What sources did you use for your Literature Review? What did you learn from your Literature Review?

6) What data and/or observations did you collect in your experimental research? Can you explain your experimental research methodology for me? What was your sampling method?

How many trials of data collection did you conduct? Where was your study site(s)?

7) In what ways did you analyze your data? Can you explain your graphs for me?

8) What conclusions do you draw from your research?

9) Is there anything you would do differently if you had a chance to conduct this project research over again?

10) What would you like to next if you had an opportunity to either continue this project or to develop a new one?

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EnvironMentors Scholarships Awards for Excellence in Experimental Science The first, second, and third place overall scholarships based on application of the scientific method to the student’s project topic. The evaluation criteria are set forth on the Judge’s Evaluation Form. At the National EnvironMentors Fair, all students are evaluated by at least three judges, the average score of which is your overall ranking score.

First Place Award for Excellence in Experimental Science

$1,000

Second Place Award for Excellence in Experimental Science

$750

Third Place Award for Excellence in Experimental Science

$500

Content and Memorial Scholarships $500 Content Scholarships refers to scholarships in specific research areas. The Content Scholarships are typically evaluated based on the extent to which the student has applied the scientific method to a specific area of research. Examples of Content Scholarships include, but are not limited to the sample list below. A team of three judges are assigned to evaluate for each of the Content Scholarships listed below. The team of judges pools their scores and comments to identify the scholarship winners.

Content Scholarships Excellence in Aquatic Research Excellence in Atmospheric Research Excellence in Environmental Health Research Excellence in Energy Efficiency Research Excellence in Integration of Technology in Environmental Science Research

Memorial Scholarships Patrick Lalley Memorial Scholarship for Excellence in Biodiversity and Wildlife Conservation Research Ronald Carvalho Memorial Award for Excellence in Environmental Policy Research Juan Pablo Arce Memorial Scholarship for Global Environmental Studies H K and Mary Leach Memorial Scholarship for Environmental Stewardship

Emerging Environmental Leader Scholarship $10,000 This prestigious scholarship is awarded to an EnvironMentors graduating senior who has participated in EnvironMentors for at least two years, has been admitted to college, and who, as a result of their participation in EnvironMentors and other experiences, has decided to pursue and environmentallyrelated STEM college program.

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EnvironMentors Experimental Science Evaluation Form Student Name:

___

___

Table #___

University Chapter: __ Project Title:

_

_

___

_________ _

_

**Please rank the following project attributes on a scale of Excellent to Unsatisfactory/Absent**

A. APPLICATION OF THE SCIENTIFIC METHOD (40 points) Points 1) 2) -

3) 4) -

5) -

-

6) 7) 8) -

Excellent

Good

Satisfactory

5

4

3

Excellent

Good

Satisfactory

4

3

2

Needs Improvement 2

Unsatisfactory/ Absent 1

Needs Improvement 1

Unsatisfactory/ Absent 0

Project Topic: Can the student clearly articulate how he/she came up with the project topic?

Does the student demonstrate that the topic was born of his/her own interests?

Research Question: Can the student explain the importance of their research question(s) to the field in which their research is contributing?

Hypothesis: Does the student present a defensible hypothesis?

Is the hypothesis stated in a way that it can be distinctly proven or refuted?

Experimental Procedures: Did the student design a step-by-step experimental plan specifically geared to proving or disproving the hypothesis?

Literature Research Conducted: Did the student include and cite: o 3 primary sources? o 3 secondary sources? o At least 2 electronic resources? o Can the student explain how he/she knew the sources were credible?

Did the student conduct and cite at least 1 expert interview with someone other than their mentor?

Field Research Conducted: Did the student identify clearly distinguishable data and observations?

Does the project include control and experimental data sets?

Does the student have an identifiable study site(s)?

Did the student conduct at least three experimental trials?

Discussion: Can the student clearly describe WHAT happened in his/her project?

Conclusions: Can the student clearly articulate WHY he/she believes WHAT happened, happened?

Can the student describe what he/she would do next if he/she had the opportunity to do so?

B. ENVIRONMENTORS EXPERIENCE (10 points)

1)

Points Applied Learning - Can the student clearly articulate the importance of their research question to an

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environmental issue important on a local, national, and/or global level?

2) Environmental Stewardship - Can the student answer the questions: why is it important to protect the environment? and what can you do to protect the environment?

3)

Points Project Inspiration - Can the student answer the question: what was the most important thing you learned from an adult you met through EnvironMentors?

Excellent

Good

Satisfactory

Needs Improvement

Unsatisfactory/ Absent

2

1.5

1

0.5

0

Excellent

Good

Satisfactory

5

4

3

Needs Improvement 2

Unsatisfactory/ Absent 1

C. PRESENTATION (25 points) Points 1)

Verbal

- Can the student respond to interview questions clearly and concisely when prompted?

- Does the student communicate his/her project in a logically developed presentation?

- Is the student excited about his/her project and eager to discuss it with you?

2) Physical Has the student developed…

- a visually appealing display board that show attention to grammar and spelling - additional materials in his/her exhibit which help communicate his/her project in an interactive and engaging way 3) Professionalisms - presenter is dressed for the occasion, and behaves professionally

D. Research Paper (25 points) Points A)

Title Page

B)

Abstract

C)

Introduction

D)

Background research/lit review

E)

Experimental Method

F)

Results and Analysis

G)

Discussion and Conclusion

H)

References/Annotated Bibliography

I)

Acknowledgements

J)

Appendices (Expert Interview questions, raw data and calculations, other)

Present = 2.5

GRAND TOTAL (100 points) Additional Comments Please provide the student with several comments (positive and/or constructive) that could help him/her further develop his/her abilities. We will share this evaluation with students.

Were there any aspects of the scientific method or research that students didn’t understand clearly?

Printed Name

________________________________________

Signature

________________________________________

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Not Present = 0