Walnut Creek Wetlands

Students as Environmentalists

How can students make a positive impact on the environment? How can the study of the environment support the North Carolina Standard Course of Study?

Overview

Students of all ages have much to learn from a study of the environment and environmental justice. A study of the Walnut Creek wetland offers a rich opportunity to explore these issues. The following curriculum correlations were prepared for a study by Centennial Campus Middle School 8th grade students.

Essential Questions

What is a community? What are the responsibilities and benefits of membership in a community? To what communities do you belong?
How does your behavior affect the environment?
How does development affect the environment?
Does an ecosystem have rights?
Where does your water come from and is it safe? How can we protect its quality?
How do we break cycles of environmental injustice?

Curriculum Correlation

By Example: Centennial Campus Middle School Adopts Walnut Creek Wetlands

What can your class do?

Visit and study Walnut Creek wetland.
Visit and study a wetland near your school.

How can you get involved with the Partners for Environmental Justice?

Visit their web site to learn more: Partners for Environmental Justice
Contact Dr. Norman Camp or Ed Milligan

Curriculum Correlation for Science

North Carolina Standard Course of Study - 8th Grade Science

Nature of Science

In this study students will build on concepts and skills acquired in previous grades. Connections to mathematics, technology, social science, communication skills, information skills, social studies, language arts, and the arts are a part of the instructional design. In the study of this ecosystem and its challenges, and through developing potential solutions for its problems, students experience science as a human endeavor that relies on reasoning, insight, skill, and creativity. By seeking to understand and explain this ecosystem and their role in it, students contribute to the development of science as a body of knowledge.

Science as Inquiry

Student engagement in this scientific investigation provides background for understanding the nature of scientific inquiry. It involves students in the collection of relevant evidence, the use of logical reasoning, and the application of imagination to devise hypotheses and explanations to make sense of collected evidence. The science process skills necessary for such inquiry are acquired through active experience. The process skills support development of reasoning and problem-solving ability and are the core of scientific methodologies.

Science and Technology

Students use the scientific process to seek an understanding of the environmental issues related to the Walnut Creek wetland. They exhibit an understanding that technology enables us to design adaptations to the wetland ecosystem but not without both positive and negative consequences as they design practical solutions to problems.

Science in Personal and Social Perspectives

The ultimate goal for a scientifically literate person is the ability to use appropriate scientific principles and processes in making personal decisions. Personal and societal connections are made as students conduct research and investigations. They explore issues related to population growth and development, its effect on water quality, and environmental justice. Students become aware of the ways that their personal and corporate behavior affects the environment.

Goals and Objectives Addressed

Competency Goal 1: The learner will build an understanding of the hydrosphere.

1.01 Explain the composition, properties, and structure of the hydrosphere.

Students studied the biomes of the world, the composition, properties, and structure of the hydrosphere for each biome.

Environmental Analysis GIS representation of the 100 Year and 500 Year Flood Plains and student analysis of the effects of flooding

1.02 Analyze hydrospheric data over time to predict the health of a water system:

Temperature
Dissolved oxygen
pH
Alkalinity
Nitrates.

Students studied a variety of water quality samples:

A catch basin across from the school that receives runoff water from the CCMS campus and its access road. The stream fed by the catch basin flows into Walnut Creek.
Lake Raleigh, a dry lake bed located near the school. Walnut Creek fed the dammed lake before the dam was destroyed by Hurricane Fran. Now the creek flows through the lake bed undisturbed. The replacement dam is nearly complete. Students established a base line for their study of the effects of damming the lake on water quality.
Water from the Walnut Creek wetland.

1.04 Assess human impact on water quality.

Students studied the effects of population dynamics and development on the creek and wetland.
Students studied the effects of runoff from their school campus on the feeder stream that flows near their school, Walnut Creek, the wetland, and the Neuse River.
Students studied the proposed Urban Environmental Education Park.

Environmental Analysis GIS representation of the relationship of CCMS to the Walnut Creek wetland and student analysis of the potential ways that CCMS can effect the health of the downstream ecosystem.

Environmental Analysis GIS representation of the proposed Urban Environmental Education Park

Environmental Analysis GIS representation of the golf course proposed for the NCSU Centennial Campus.

1.05 Evaluate the effects of point and non-point sources of pollution on North Carolina water.

The Brownfields area is located in Southeast Raleigh just north of the site for the Frog Maze in the proposed Urban Environmental Education Park. Environmental analysis is in process to determine what, if any, effects the oil companies and industrial sites located in the Brownfields area have had on the wetland and its water quality. Students studied the potential implications of the effects of the current industries and proposed future development.

Proposed Urban Environmental Education Park

Environmental Analysis GIS representation of the Brownfield and student analysis of the potential effects of pollution

Competency Goal 2 - The learner will build an understanding of population dynamics.

2.01 Evaluate data related to population growth, along with problems and solutions:

Waste disposal
Food supplies
Disease control
Resource availability
Transportation.

Students explore the effects of population growth along Walnut Creek with emphasis on the wetland area. Issues that cause particular concern are trash dumping and sewage disposal in the wetland, disease control related to trash dumping, and resource availability. Elevating roads around the wetland has exacerbated runoff and flooding.

2.02 Conclude that some ecosystem resources are finite.

2.03 Explain how changes in habitat may affect organisms.

Students explored issues related to habitat destruction and its implications for the quality of life for plants, animals, and the community.

Environmental Analysis GIS representation of population distribution and habitat buffer zones along Walnut Creek and student analysis of biodiversity in the Walnut Creek Watershed.

2.04 Analyze practices that affect the use, availability, and management of natural resources:

Land use
Urban growth
Manufacturing.

Southeast Raleigh has been recently targeted for major development.

Curriculum Correlation for Social Studies

North Carolina Standard Course of Study - 8th Grade Social Studies

Competency Goal 1: Impact of Geography - The learner will assess the influence of geography on the economic, social, and political development of North Carolina.
1.1 Determine the absolute and relative location of physical and cultural features.	Students studied landforms, waterbodies, and cultural features related to Walnut Creek, the creek fed by a stream on their campus, and an urban wetland in Southeast Raleigh fed by Walnut Creek. They visited the wetland.
1.2 Describe the physical and cultural aspects of North Carolina places.	Students investigated the wetland ecosystem and environmental justice issues raised by the African American community surrounding the urban wetland.
1.3 Analyze ways North Carolinians have modified, used, and adapted to the physical environment.	Students studied land use and development along Walnut Creek and the wetland. They studied plans for a proposed Urban Wetland Environmental Education Park and proposed their own solutions for issues related to land use around the wetland.
Competency Goal 11: Impact of Changes Since 1945 - The learner will judge the continuing significance of social, economic, and political changes since 1945 and draw conclusions about their effects on contemporary life.
11.1 Describe the various ways that social change and racial and ethnic diversity affect individuals and groups living in North Carolina.	Students visited the wetland and were introduced to environmental justice issues related to life in the surrounding communities from the African American perspective.
11.2 Evaluate the importance of technological innovations and advances on quality of life in North Carolina and the nation.	Students see the effects of land use and reshaping the landforms has on the wetland environment. They explore potential technological interventions to restore and protect the environment and improve the quality of life in the community.
11.3 Evaluate the major changes and events that have affected the roles of local, state, and national governments.	Students explore the role of local and state government in wetland restoration and preservation. They write letters to the Raleigh City Council expressing their opinions on issues related to the wetland.
11.4 Trace major events in the Civil Rights Movement and determine how this movement has changed the lives of North Carolinians.	Students interview African American residents of the community that experienced life before, during, and after the Civil Rights movement. They see the effects of discriminatory practices.
11.5 Analyze the role of religious pluralism in contemporary economic, social, and political life.	Students interact with the Partners for Environmental Justice, a group with some religious affiliation, that mount the campaign to restore and protect the wetland and to improve the quality of life in the surrounding community.
SKILL I: The learner will acquire information from a variety of sources.
Conduct interviews with peers, parents, and grandparents to determine movement patterns within North Carolina and other states. Write a paper analyzing this information and drawing conclusions from data gathered.	Students interview a resident of the community surrounding the wetland to learn of community perceptions of the issues and potential solutions for environmental and cultural problems. Students wrote poems, a song, letters to the editor of the local newspaper, the Raleigh City Council, and presented the problems and their proposed solutions at the NCSU Spell of the Land Symposium.
Using appropriate demographic, industrial, and agricultural data, construct maps or bar graphs depicting the distribution of strategic resources in North Carolina.	Students conducted a study of the Walnut Creek watershed and wetland using GIS technology. (Environmental Analysis)
SKILL II: The learner will use information for problem solving, decision making, and planning.
Select an issue or problem in North Carolina during a specific time period (e.g., the Progressive Era). Suggest alternative solutions to the problem or issue. Write a position paper endorsing a particular solution.	Students wrote poems, a song, letters to the editor of the local newspaper, the Raleigh City Council, and presented the problems related to the Walnut Creek wetland and their proposed solutions at the NCSU Spell of the Land Symposium.
SKILL III: The learner will develop skills in constructive interpersonal relationships and in social participation. Students worked with community partners, university professors, and preservice teachers to investigate environmental and social issues related to the Walnut Creek wetland. Students proposed solutions to problems that they identified. Students implemented action steps to improve conditions in the wetland and the quality of life for the community.
SKILL IV: The learner will participate effectively in civic affairs. Students worked with community partners, university professors, and preservice teachers to investigate environmental and social issues related to the Walnut Creek wetland. Students sought to understand the issues from the perspective of the residents of the community surrounding the wetland. Students contacted local government officials to express their opinions and publicly presented the problems and possible solutions.

Curriculum Correlation for Math

North Carolina Standard Course of Study - 8th Grade Math

Spatial Sense, Measurement, and Geometry

Competency Goal 2: The learner will demonstrate an understanding and use of the properties and relationships in geometry and standard units of metric and customary measurement.

2.02 Calculate distances and areas from scale drawings and maps.

Students studied and created maps during their study of the wetland.

Curriculum Correlation for Language Arts

North Carolina Standard Course of Study - 8th Grade Language Arts

Strands: Oral Language, Written Language, and Other Media/Technology Competency Goal 1: The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.
1.01 Narrate a personal account which: creates a coherent, organizing structure appropriate to purpose, audience, and context establishes a point of view and sharpens focus uses remembered feelings selects details that best illuminate the topic connects events to self/society. 1.03 Interact in group activities and/or seminars in which the student: shares personal reactions to questions raised gives reasons and cites examples from text in support of expressed opinions clarifies, illustrates, or expands on a response when asked to do so, and asks classmates for similar expansion.	After their study of the Walnut Creek wetland, students shared their knowledge and expressed their opinions in several products: A newscast presented at the NCSU Spell of the Land Symposium that defined wetland and explained its importance to the ecosystem, defined the role of the wetland in the Southeast Raleigh community, explained the problems and issues related to the wetland, and proposed solutions Letters to the editor of the News and Observer and the Raleigh City Council An original song Poetry Photojournalistic slide show Presented the issues at the State of NC GIS Conference Presented the issues at NCSU to the GIS in Education community
Competency Goal 2: The learner will use and evaluate information from a variety of sources.
2.01 Analyze and evaluate informational materials that are read, heard, and/or viewed by: summarizing information determining the importance of information making connections to related topics/information monitoring comprehension drawing inferences generating questions extending ideas. 2.02 Create a research product in both written and presentational form by: determining purpose, audience, and context choosing a relevant topic selecting presentational format (e.g., video, essay, interactive technology) appropriate to audience evaluating information for extraneous detail, inconsistencies, relevant facts, and organization researching and organizing information to achieve purpose using notes and/or memory aids to structure information supporting ideas with examples, definitions, analogies, and direct references to primary and secondary sources citing sources used employing graphics such as charts, diagrams, and graphs to enhance the communication of information	Students analyzed and evaluated written research material from print and Internet resources, newspaper articles, and information obtained in presentations by community partners. They organized and summarized the information. They identified environmental and social problems related to the issues and proposed solutions. Students communicated the issues and their proposed solutions in presentations. (Presentation) Students created GIS representations to communicate their ideas (Environmental Analysis)
Competency Goal 3: The learner will continue to refine the understanding and use of argument.
3.02 Refine the use of the problem-solution process by: evaluating problems and solutions within various texts and situations utilizing the problem-solution process within various contexts/situations constructing essays/presentations that respond to a given problem by proposing a solution that includes relevant details.	Students analyzed and evaluated written research material from print and Internet resources, newspaper articles, and information obtained in presentations by community partners. They organized and summarized the information. They identified environmental and social problems related to the issues and proposed solutions. Students communicated the issues and their proposed solutions in presentations. (Presentation)
3.03 Create arguments that persuade by: engaging the audience by establishing a context, creating a persona, and otherwise developing interest developing a controlling idea that makes a clear and knowledgeable judgment. arranging details, reasons, and examples effectively and persuasively anticipating and addressing reader/listener concerns and counter-arguments.	Students wrote letters to the editor of the New and Observer and the Raleigh City Council expressing their opinions about issues surrounding the wetland.
Competency Goal 4: The learner will continue to refine critical thinking skills and apply criteria to evaluate text and multimedia.
4.01 Analyze the purpose of the author or creator and the impact of that purpose by: evaluating any bias, apparent or hidden messages, emotional factors, or propaganda techniques evaluating the underlying assumptions of the author/creator	Students analyzed information from a variety of perspectives related to wetland issues.
4.02 Develop (with limited assistance) and apply appropriate criteria to evaluate the quality of the communication by: using knowledge of language structure and literary or media techniques drawing conclusions based on evidence, reasons, or relevant information considering the implications, consequences, or impact of those conclusions	Students considered implications of potential interventions in wetland issues from a variety of perspectives.
4.03 Use the stance of a critic to: consider alternative points of view or reasons remain fair-minded and open to other interpretations construct or review	Students considered implications of potential interventions in wetland issues from a variety of perspectives.
Competency Goal 6: The learner will apply conventions of grammar and language usage.
Students communicated effectively in writing and in presentation. (Poetry) (Song) (Spell of the Land Presentation)

Curriculum Correlation for Art

North Carolina Standard Course of Study - 8th Grade Art

COMPETENCY GOAL 1: The learner will develop critical and creative thinking skills and perceptual awareness necessary for understanding and producing art.
1.01 Plan and organize for unique and original solutions. 1.02 Refine strategies for imagining and implementing images.	Students draw scenes during their wetland tour. (Artistic Interpretation)
COMPETENCY GOAL 2: The learner will develop skills necessary for understanding and applying media, techniques, and processes. (National Standard 1)
2.01 Discriminate in deciding the effectiveness of various media techniques to reach an artistic solution. 2.02 Apply materials such that their unique properties and potential impact the artistic solution. 2.03 Apply a variety of techniques and processes when working with each material. 2.04 Determine an original solution through expressive media techniques.	In a forty-five minute period students chose a subject, media, and create artwork in the wetland.
COMPETENCY GOAL 3: The learner will organize the components of a work into a cohesive whole through knowledge of organizational principles of design and art elements. (National Standard 2 )
3.02 Develop original solutions that effectively apply the elements of art in an aesthetic composition. 3.03 Apply diverse original solutions in the problem solving process. 3.04 Apply intuitive perceptions in the problem-solving process. 3.05 Apply diverse experimental solutions in problem-solving.
COMPETENCY GOAL 4: The learner will choose and evaluate a range of subject matter and ideas to communicate intended meaning in artworks. (National Standard 3)
4.02 Develop the use of life surroundings and personal experiences to express ideas and feelings visually. 4.03 Utilize environmental imagery to create artwork with personal meaning. 4.04 Invent original and personal imagery to convey ideas that are both personal and have meaning.

Curriculum Correlation for Technology

North Carolina Standard Course of Study - 8th Grade Computer/Technology Skills

Competency Goal 3: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.
3.1 Select and use technology tools to collect, analyze, and display data.	Students use appropriate scientific equipment to collect water samples and analyze water quality. Students collect data about the plants, animals, and trash found in the wetland. (Data Collection) Students use digital and traditional cameras to take pictures. (Photo Journal of the wetland) Students use GIS technology to for environmental analysis. Students use PowerPoint to create presentation materials.
3.2 Use word processing/desktop publishing for assignments/projects.	Students use word processing and data bases to organize their research results and to write letters.
3.3 Research, create, publish, and present projects related to content areas using a variety of technological tools.	Students use Internet resources in their research and create a photo journal slide show and a PowerPoint presentation about the project.
3.4 Create/modify and use databases relevant to classroom assignments.	Students create databases about the plants, animals, and trash found in the wetland.
3.9 Conduct online research and evaluate the information found as to the validity, appropriateness, content, and usefulness.	Students use Internet resources in their research about the biomes of the world and the Walnut Creek wetland.

Curriculum Correlation for Information Skills

North Carolina Standard Course of Study - 8th Grade Information Skills Curriculum

Competency Goal 1: The learner will EXPLORE sources and formats for reading, listening, and viewing purposes.
1.02 Demonstrate competence and self motivation as a reader.	Students research various aspects of the wetland environment and specific issues related to the Walnut Creek wetland.
1.04 Acknowledge ownership of ideas.	Students cite their references in a bibliography.
1.07 Follow acceptable use policy (AUP/IUP) for electronic resources.	Students exhibit appropriate use of the Internet in their research.
1.08 Select and use independently, both within and outside the school, a variety of resources (print, non-print, electronic) and formats (print, graphical, audio, video, multimedia, web-based). 1.09 Recognize that ideas are produced in a variety of formats (print, graphical, audio, video, multimedia, web-based). 1.10 Identify characteristics and advantages of various media formats (print, graphical, audio, video, multimedia, web-based) for a specific task.	Students do effective research to gain understanding of the issues related to the wetland and to support their opinions on potential courses of action.
1.11 Explore primary and secondary sources.	Students use print and Internet resources about wetland environments. Students use newspaper articles, interviews, presentations, and consultation with experts to gather information.
Competency Goal 2: The learner will IDENTIFY and USE criteria for excellence to evaluate information and formats.
2.01 Identify published criteria of excellence for resources. 2.02 Apply identified criteria to select resources.	Students select appropriate resources for their research.
2.03 Recognize the diversity of ideas and thoughts by exploring a variety of resources and formats (print, graphical, audio, video, multimedia, web-based). 2.05 Determine accuracy, relevance, and comprehensiveness of information resources.	Students use a variety of well chosen resources in their research.
2.06 Recognize the power of media to influence.	Students read newspaper articles about the project. Students express their opinions by writing letters to the editor.
Competency Goal 3: The learner will RELATE ideas and information to life experiences.
3.01 Describe personal cultural heritage and environment.	Students explored their own sense of place during the wetland project. Some students live in the community surrounding the wetland.
3.02 Collect and compare information about diverse cultures, environments, and peoples. 3.03 Identify bias and stereotypes. 3.04 Relate cultural similarities and differences to personal heritage and environments.	Students visited the wetland and heard a presentation by a member of the community that expressed their feelings about the wetland and related social issues.
3.05 Describe how information and ideas are influenced by prior knowledge, personal experience, and social, cultural, political, economic, and historical events.	Students processed information about the wetland and related societal issues. They included this information in their presentations.
Competency Goal 4: The learner will EXPLORE and USE research processes to meet information needs.
4.01 Identify information needs and formulate questions about those needs. 4.02 Identify potential research process models. 4.03 Develop a search strategy which includes the continuous evaluation of the research process and the information gathered.	Students used essential questions to guide their research and formulate a course of study.
4.05 Gather information from the most effective resources.	Students effectively gathered information from a variety of resources.
4.07 Organize and use information.	Students organized and processed information to create presentations.
4.08 Credit sources of information.	Students include a bibliography of resources.
4.09 Produce and present findings in various formats (print, graphical, audio, video, multimedia, web-based).	Students produced a newscast and several multimedia presentations. They created artwork, poetry, a song, and persuasive writing.
Competency Goal 5 The learner will COMMUNICATE reading, listening, and viewing experiences.
5.01 Respond to reading, listening, viewing experiences orally, artistically, dramatically, through various formats (print, graphical, audio, video, multimedia, web-based). 5.02 Produce media in various formats (print, graphical, audio, video, multimedia, web-based) appropriate to audience and purpose.	Students produced a newscast and several multimedia presentations. They created artwork, poetry, a song, and persuasive writing.
5.03 Describe, support an opinion, and/or persuade an audience using a variety of media formats (print, graphical, audio, video, multimedia, web-based).	Student writing, artwork, and presentations presented and supported their personal opinions on the issues.
5.04 Collaborate with others, both in person and through technologies, to identify information problems, and to design, develop, and evaluate information products and solutions.	Students collaborated in teams to produce products. They consulted experts in the community and at the university to gather information.
5.05 Credit sources in all print, non-print, and electronic products.	Students cite their sources.
5.06 Apply fair use copyright guidelines (Copyright Law, P. L. 94-553) in all projects.	Students apply fair use guidelines in their projects.

Return to CCMS Preparation

Return to the Wetland Menu
Return to the CCMS Wetland Project Menu