Project: Colorado Flood - Conservation Project

Step Description Expected Student Results
1 STEP ONE: Student/Mentor Introductions, Project Discussion

Students: Each student shares their hobbies, interests and
their personal expectations of the project with his or her
mentor. Students also share what they know about the project
and begin to fill any gaps with help from the teacher and
mentor. The focus at the early stages will be on identifying parties interested
in conservation work in and around northern Colorado.

A project journal will be used throughout the project to
share progress with the mentor, incorporate mentor feedback,
allow for multiple iterations of student work, and become
the main source of information for the authentic audience
associated with the project (for example, the City of
Longmont, or the Colorado Division of Wildlife, Northern Colorado Water
Conservancy District, etc).

Mentors: Mentors may share personal or professional areas of
interest and additional insights into any of the items
mentioned.
 1. Letter of Introduction
2. First upload of the project journal
3. The project journal entry should include what's known about
the project and any gaps in knowledge that need to be filled. - We are looking
mainly at identifying parties working on conservation efforts in Northern
Colorado.
2 STEP TWO: Interviewing Interested Parties
Students are will compile a class list of parties interested in and working on
conservation in and around Northern Colorado. Each student will then
conduct some background research on one or two of these parties, before
drafting a contact letter/email requesting an interview as well as the interview
questions themselves. When it may be possible we will request for interview in
person that may be recorded for future reference. Where is it not possible, the
interview questions may become a part of the request letter/email. The focus
on the interview is to identify conservation problems we may address
throughout the class.
Students will be trying to form connections with area experts and interested
parties with whom they can work throughout this project (both at Sylvan Dale
Ranch and Westview and the surrounding community).
Students will also be discussing the bar of quality for this project, and what
they will be responsible for by the projects end. How will they know they are
successful?

Teacher: Share examples of excellence from other middle school wildlife
science projects, and spend time discussing where the bar of quality will be
set for this project.

Students:

1. Students share what they know about their professional contacts and their
conservation efforts.

2.Students invite a pro in to cover questions they have (connect with the city
and others). This will initially be in the form of a letter/email requesting and
interview seeking to learn about problems and possible project and
collaboration areas.

Mentors:

Help students find current research related to their topic.

Help students understand recent and current activities by their professional
contacts.

Proofread and offer feedback on professional contact letters/emails and
interview questions before sending on the correspondance on the student's
behalf.		 1. Identify a party(ies) interested in and working on conservation efforts in or
around Colorado.
2. Draft a letter/email to contact professional resources to help identify possible
problems our group may work on throughout the class.
3. Draft interview questions for professional contacts to help identify possible
problems to work on throughout the class.
3 STEP THREE: Create Problem Statement, Continue Research, and Brainstorm
Possible Solutions

1. Students will create one or two problem statements based on their
interviews with professionals and their own research.

2. Student receives feedback on their problem statement(s) and research from
their mentor and refines that work and shares a new draft with the mentor.

3. Once the problem statement is refined, and background knowledge allows
students will begin brainstorming possible solutions to their problem(s).

4. Student shares their best two or three solutions with their mentor and the
area professional where possible to receive feedback on their proposed
solutions.

We may look at splitting students into focus groups based on their interests
and their problem statements. (i.e. water quality and quantity, wildlife, plants,
human involvement and interaction, community outreach and communication,
etc.)

Mentor Role:
Provide student with helpful critique of problem statement and research.

Challenge and support what the student has written for the problem
statement. Help them refine the statement to something they can take action
on this year.

Correspond between the student and the area expert/interested party where
necessary.

Students will create a problem statement they can take action on to help the area
professional solve or work on throughout the upcoming year.

Students will conduct additional research for the project(s) as needed.

Students will brainstorm possible solutions to their problem statement, and
share their best ideas with mentors and professional contacts to receive
feedback on their proposed solutions.
4 STEP FOUR: Feedback, Iteration, & Action Plan

Students:
Students will receive feedback from their mentors and professional contacts
where possible about their proposed solutions. They will make changes as
necessary to their proposed solutions to best meet the needs of interested
and involved parties. These proposed solutions will be "living documents" that
may evolve throughout the course of the year. Students may need to follow-
up with further research.

Once all parties (students, mentors, teacher, professional contacts, etc..)
agree to try a proposed solution (test the hypothesis) the student will begin
working on an action plan that includes:
an outline of the actions needed to complete the proposed solution
materials needed, cost, and the source for those materials
timeline for implementing the proposed solution
a method to measure the progress/success of the project
a method to share results with interested parties and who are those parties

Student info recorded in black
Mentor feedback in blue
Professionals feedback in red

Mentor Role:
1. Advise student on reliability of research information and sources while
showing great examples of similar research design.

2. Provide examples of experimental methods and procedures.

3. Provide examples of controls, dependent variables, and independent
variables in his or her profession.

4. Provide feedback to the students about their interpretation of the issues
affecting their particular project, and assist students in focusing their efforts
on improving their particular project based on this new knowledge.
 1. 2nd iteration of proposed solutions to identified problems.

2. Begin work on an action plan that includes:
-outline
-materials
-project timeline
-measurements for progress and success
-method to share results with interested parties
5 STEP FIVE: Begin Execution of Proposed Solutions, Collect and Share Data,
Refining Solution

By this point, students will have various projects in the beginning stages. Now
they must begin collecting data, feedback, and measure of
success/improvement to analyze and share with interested parties. For some
project the data collection may take place over a longer time frame, but they
still should be able to identify what data they are collecting, what it may
mean, and how they will share it with others. This information will be used in
the continually refining of the projects.
Students:
1. Begin or continue project work including the creation of a way to collect
and share useful data.
2. Create and share photos and/or video of the entire process to date with
stakeholders.
3. Make any necessary changes to improve proposed solution based on
feedback and data to date.

Mentor Role:
1. Provide feedback on the strengths and weaknesses of the project to date. A
rubric will be developed for the mentors to fill out. The feedback will be
unique to each team.

2. Review latest draft of student journal - focus on data collection and
interpretation as well as any refining based on data or feedback to date.
Provide feedback.

3. Discuss what's working and what isn't in regard to the student/mentor
dialogue.


The student will be responsible for continuing to collect and share data, and use
this information to refine the project plan, scope, and goals. The progress
towards an the intended goal will continue to be reviewed with their mentor. The
student will continue to refine the project plan and action based on feedback
from their mentor and interested parties.

The student will also create a journal that includes photos and/or videos to
share with stake holders about the entire process to date.
6 STEP SIX: Developing the Master Action Plan (MAP)

NOTE: WESTVIEW STUDENTS WILL BE ON THANKSGIVING BREAK FROM FRI.,
NOV. 22 THROUGH SUN., DEC. 1. PLEASE DO NOT EXPECT COMMUNICATION
FROM YOUR STUDENTS DURING THIS TIME. STUDENTS WILL ALSO BE ON
HOLIDAY BREAK FROM DEC. 19-JAN.6.

Students:

1. Students will develop a plan to share the results long term via the Web.

2. Students will investigate the feasibility of near real time data collection and
sharing with stakeholder via WiFi.

3. Students will combine their groups' action plans into a Master Action Plan
(MAP) to improve the health and human appeal of the Westview Wetlands. This
will be an evolving document that will direct our entire second semester.

4. What difference are we making? Correspond with professionals who care
about these results. Get response and additional questions from
professionals. This feedback will continually inform and update the MAP.

Mentor Role:

1. Discuss the challenges of data collection and how it must be tied back to
the original question or hypothesis.

2. Help the student understand the value of expanding the audience to
include other students, teachers, wildlife professionals, etc.

3. Challenge the student with new questions.

4. Review data collection procedures and discuss the strengths and
weaknesses of the approach taken.

5. Help the student develop a third person view of the project by constantly
discussing the gap between where the project stands and the student's
relationship to the project and what is possible (raising the bar all the time).



1. Document the data collection process and results being shared online.

2. Invite review and critique of the data collection and proposed master action
plan. Make refinements based on feedback from the mentor.
7 STEP SEVEN: Draw Conclusions, Thank Mentors and Stakeholders

Students:

1. Share MAP developed in this phase of the project. Invite feedback from mentor for next phase of the project. Determine which students will take the torch from January through May. (Should be the same students as the fall semester.)

2. Students will write a final semester message to mentor. The message will include:

A. Evaluate their performance on the project, including what the student did well, what he would like to have done differently to improve upon the project.

B. Provide mentors with specific feedback on what he or she contributed to the success of the project.

C. Share what new interests surfaced as a result of the project and what the student plans to do with these interests.

3. Students will present findings to local stakeholders and mentors at the school.

4. Refine project based on professionals feedback. Where is the bar set for our work? Describe the gap between where we are at currently and where our quality of work should be.

5. By this point we want to be reviewing, receiving feedback and improving our plan. We want to be able to summarize what we've done to this point:

-These are the changes we made
-These are the results we see
-Get feedback from professionals to set-up for spring semester project

6. Submit project survey online at www.telementor.org in your student area.

Mentor Role:

1. Candid feedback on the successes and challenges of the project from the mentor's perspective. Note what he or she (the mentor) could have done differently. Also note what the student could have done differently.

2. Participate in the presentation directly or virtually (depending on whether the mentor is local or not)

3. Encourage students to continue to pursue their interests in science and develop their talents!

4. Submit project survey in your mentor area.



Student Outcomes:

1. Handwritten thank you letters to local professionals and others involved in the Wetlands project to date.

2. Share conclusions through a final presentation at the school or outside venue.

3. Create final version of student journal/portfolio.
8 ***SPRING PROJECT WILL EVOLVE AND BE CREATED BASED ON STUDENT WORK IN THE FALL***

STEP EIGHT: Begin Implementation of MAP and Assess Data Collection and Sharing

Students:
1. Students will identify which parts of the MAP we may implement with resources on hand, and which will require additional outside resources.
2. Put into action those parts of the MAP we can implement with resources on hand.
3. Review data collection techniques to assure stakeholders we are collecting valuable information that honestly assesses the health and usability of the Westview Wetlands.

Mentors Role:

1. Provide feedback on implementation and data collection and sharing of MAP to date.
2. Celebrate the progress made so far.

Student Outcomes:

Begin implementation of MAP and assess effectiveness of current data sharing.
9 STEP NINE: Identify and Contact Community Partners

Students will:

1. Identify community members and organizations for assistance in implementing the rest of the MAP.

2. Draft, refine, and contact outside assistance partners. This may include grant proposals, support letters, etc.

Mentors will:

1. Help student identify possible outside partners.

2. Proof-read, assist in editing, and sign-off on final drafts of community contacts.		 Students will draft and finalize grant proposals, support letters, etc. meant to help secure assistance in implementing the MAP.
10 Students learn about the various needs and wants of Sylvan Dale Ranch stakeholders (owners, conservation easement officials, general public, etc.). Then, considering these various, and sometimes competing, priorities begin to look at possible actions to take to improve the habitat at the ranch.

Students will break into teams to explore the possible projects, create a set of questions that need to be answered about how the project could get started, what materials would be needed, and how it would assist in improving the conservation easement property.

Mentors will look over the students project question list, assist students in locating information on their questions, and provide feedback on the student proposed answers.		 Students will generate project ideas, and questions about materials, project time lines, and how their project would improve the habitat. Which ever projects are well-researched and deemed feasible and beneficial will then be pursued by the class.

Students may also begin locating sources for materials and their costs.
11 Students will locate and contact a professional in an attempt to collaborate with them in creating a solution to their proposed problem. This will require them to have completed some background research for knowledge to create a well-researched problem statement or question. Then they will draft a letter/email to the professional(s) they located.

Mentors may help students by editing and offering feedback on the problem statements or questions, providing resources and feedback on research into the problem, and helping to edit the letters/emails to professionals.

Teacher will assist students in locating sources, creating problem statements, and sending out correspondence as it is ready.		 Students will correspond with an area professional to help them address the issue their group is working on at Sylvan Dale.
12 Standardized Test Week - NO TELEMENTORS CLASS. NO CLASS.
13 Students will combine their groups' action plans into a Master Action Plan (MAP) to improve the health and vitality of Syvlan Dale Ranch. This will be an evolving document that will direct our entire second semester.Students will begin working on implementing their projects. This may require continued correspondence with an area professional, but should definitely include getting together any needed materials (create a list, find prices, submit to teacher) and setting a work timeline. The timeline may include work we complete here at school or out at the ranch, but materials need to be gathered and work needs to happen before spring break. Students will update mentors (and interested professionals as needed) of their progress. Photos are definitely encouraged!

Mentor may help by continuing to proofread and edit any professional correspondence, provide feedback on materials lists, project ideas, and timelines for completion. As well as offering candid feedback as the projects get rolling and you receive updates.

Teacher will help students locate needed materials and scheduling of any work days, as well as make sure the MAP scheduled and moving forward.		 Students will create the MAP, locate materials, and begin work on our projects.

Students will begin documenting their progress and the intended outcomes of their work to share with interested parties.
14 SPRING BREAK - NO CLASS SPRING BREAK - NO CLASS
15 Students will begin collecting, analyzing, and sharing data from their projects with interested parties. This may take various forms including photo, video, or written. The information will be shared with their mentor, the professional(s) and interested parties they contacted, and the Westview community via the web. This will be an ongoing project as we collect data through the rest of the school year.

Mentors may offer feedback on the data that comes in, and assist students in its interpretation. They may also offer feedback on the results, ask the students questions about what they think went well with their project, and what they would like to change. How could the project be improved?

The teacher will assist the in creation and maintenance of a web-based share site of the group's projects, data, successes, failures, and changes.		 Students will collect, analyze, and share their data in a professional format with interested parties.

Students will begin to reflect on their projects and how they may improve them for the future.