Learning Progressions in the Carbon Cycle

1. Karen Draney (University of California, Berkeley) Lindsey Mohan (Michigan State University) Philip Piety (University of Michigan) Jinnie Choi (University of California, Berkeley) 2007 AERA Annual Meeting, Chicago Symposium on Learning Progressions April 12, 2007 Learning Progressions in the Carbon Cycle

2. Outline of Presentation • Overview of the Carbon Cycle project • Applying the BEAR Assessment System • Theories around the Carbon Cycle progress variables • Qualitative differences among student responses • Describing & revising the levels • More complications • Next Steps

3. The Carbon Cycle Project • Environmental Science Literacy Project • Funded by National Science Foundation • The goal is to integrate Environmental Science Literacy into contemporary K-12 curriculum • Expected products are 1) research-based learning progressions, 2) assessment resources, and 3) teaching resources • Big Ideas • Environmental science literacy • Learning progressions • Upper elementary (4th grade) – High school • Progress variables

4. The Carbon Cycle Project (cont.) • Working groups • Carbon cycle/ Water cycle/ Biodiversity and evolution/ Connecting actions • We are now… • Developing learning progressions • Qualitatively analyzing assessment items and student responses • Designing additional items • Developing accompanying teaching modules • Conducting teaching experiments

5. Applying the BEAR Assessment System:Theories around the Progress Variables Progress Variables • Environmentally literate students are expected to be able to apply fundamental principles to processes in coupled human and natural systems • Focuses of the Carbon Cycle project • Systems: coupled human and natural systems • Processes: generation, modification, and oxidation of organic carbon • Principles for scientific accounts: structure of systems, tracing matter, tracing energy, change over time

6. Applying the BEAR Assessment System:Theories around the Progress Variables CO2 CO2 CO2 Tracing Matter • Connections between progress variables and environmental science literacy • What is a connection between a car driving down the road, a tree growing in a forest, and global warming?

7. Applying the BEAR Assessment System:Qualitative Differences among Student Responses ? • Example: Tracing Matter • Grandma Johnson (GRANJOHN) Describe the path of a carbon atom from Grandma Johnson’s remains, to inside the leg muscle of a coyote. NOTE: The coyote does not dig up and consume any part of Grandma Johnson’s remains.

8. Inputs and Outputs – Tracing Carbon Grandma Johnson Decomposers Oxidation of organic carbon - Cellular Respiration Organic carbon Carbon dioxide Plants Herbivores Organic carbon Generation of organic carbon - Photosynthesis Coyote Organic carbon Modification of organic carbon - Food Chain

9. Student Response 1 Characteristic of Response-CRD Grandma Johnson Decomposers CRD: “A carbon atom from Grandma Johnson's remains sink into the ground and mixes with the soil. Then when the soil is mixed and churned, it rises to the top of the ground. When the coyote kills something upon that dirt, he may consume it and have some of the soil come with it, which produces him with Grandma Johnson's carbon atom.” • CRD does not have understanding of key processes: the process are very physical • CRD Identify changes by common sense of natural phenomena, but not as changes in materials and does not identify material kinds. Soil Plants Herbivores Coyote

10. Student Response 2 Characteristic of Response-MCK Grandma Johnson Decomposers MCK: “The carbon in grandma body is decomposed into the ground. The plants then use the fertile soil to use her carbon atoms. As the soil passes it to the plant, the plant is eventually eaten by the coyote. The carbon atom then travels to its leg.” • MCK describes the movement of carbon atom not necessarily through decomposers, but through a food chain. • MCK pays attention to hidden mechanism, but does not identify any material kinds. Soil Plants Herbivores Coyote

11. Student Response 3 Characteristic of Response-DES Grandma Johnson Decomposers DES: “Grandma Johnson's remains decay and decomposers use respiration and turn it to carbon dioxide. The plants absorb the carbon dioxide. Rodents eat the plants and then the coyote eats the rodent.” Carbon dioxide Plants Herbivores Coyote • DES traces carbon atom through decomposers, photosynthesis, and food chain • DES correctly identifies reactants and products of individual chemical processes: identifies carbon dioxide, but not the organic carbon compounds in living organisms.

12. Applying the BEAR Assessment System:Describing & Revising the Levels CHARACTERISTICS OF RESPONSES ◦ DES traces carbon atom through decomposition, photosynthesis, and food chain ◦ DES correctly identifies reactants and products of individual chemical processes: identifies carbon dioxide, but not the organic carbon compounds in living organisms. • MCK describes the movement of carbon atom not necessarily through decomposers, but through a food chain. • MCK pays attention to hidden mechanism, but does not identify any material kinds. • CRD does not have understanding of key processes: the process are very physical • CRD Identify changes by common sense of natural phenomena, but not as changes in materials and does not identify material kinds.

14. Applying the BEAR Assessment System:More Complications Processes Material Kinds Multiple reactions in multiple systems Recognizing complete reactants and products, including organic materials in processes Complete chemical reaction in single organism Recognizing some reactants and products, such as CO2 Incomplete descriptions of chemical reactions Recognizing materials are made of smaller parts Hidden mechanisms Events Not identifying materials

15. Next Steps • Refine assessments (current) • Work on other progress variables • Designing additional items • Items revision based on the levels of scaffolding • Quantitative analyses of item responses • Conduct teaching experiments to… • Refine understanding of how students engage with and learn about environmental science • Use research to… • Inform development of curriculum materials • Inform development of new standards for formal K-12 science education

16. For more information… • Environmental Literacy research groups • Michigan State University • Long Term Ecological Research (LTER) Network • University of California, Berkeley • University of Michigan • Northwestern University • AAAS Project 2061 • Visit our websites at… • Environmental Literacy website • http://edr1.educ.msu.edu/EnvironmentalLit/index.htm • Berkeley Evaluation and Assessment Research (BEAR) Center • http://bearcenter.berkeley.edu