Neighborhood Science Lessons for Teachers

Some teachers say today’s students know very little about where their food comes from, or why they should worry about the health of local fish and wildlife. And they say that makes subjects like biology and ecology boring. It also reduces students’ interest in protecting the environment. These teachers are finding a way to bring science home. The Great Lakes Radio Consortium’s Linda Stephan reports:

Transcript

Some teachers say today’s students know very little about where their food comes from, or why they should worry about the health of local fish and wildlife, and they say that makes subjects like biology and ecology boring. It also reduces students’ interest in protecting the environment. These teachers are finding a way to bring science home. The Great Lakes Radio Consortium’s Linda Stephan reports:


(waves)


In the Great Lakes region, home is never far from the water…


(teachers yelling to each other)


And these science teachers aren’t far from home either. They’re at the Lake Michigan shoreline pulling out a 150 foot net to catch fish. The teachers are getting an in-depth look at environmental issues near their homes in Michigan. And in return, they’ll weave those topics into their lessons this fall.


Today, their task is to catch a sample of fish, identify them by species, and to figure out whether those types of fish can survive in polluted waters. In the end, they’ll decide whether to let a hypothetical development group build a marina here. Michigan Department of Natural Resources biologist Todd Kalish built the scenario based on proposals he’s seen.


“This is a diagram of the proposed marina. They’re going to have to dredge about eighty cubic yards of sediment, and they’re also going to construct seawalls.”


Kalish says dredging will stir up sediment that can hurt some types of fish. Simply labeling fish will get some students’ attention, but Kalish says teachers can get more interest from more students by combining that lesson with his marina proposal. And it will also teach students how the environment is affected when we build things.


This training is the brainchild of Mary Whitmore, a curriculum developer. She’s using students’ local communities to inspire them to care about science, and she’s using science to inspire students to care about their communities. Whitmore’s setting up similar trainings in a lot of towns. She says investigating each community separately is a lot of work, but it’s necessary.


“My attitude has shifted completely from focusing solely on teachers – which I did for many, many years – to suddenly realizing that unless communities become meaningfully engaged with their schools, educating young people is going to become an increasingly difficult problem.”


Whitmore says that’s particularly true with life sciences. She says the subject’s ultimately about diagnosing and solving problems. And just talking about what some scientist has already figured out or simply labeling a fish misses the critical point for students. Who cares?


Whitmore says that’s especially true today when fresh water seems to come from bottles, instead of from a stream or a creek and produce at the grocery store rarely comes from a local farm. She says these days we’re not really connected with the environment that keeps us alive. But Whitmore says with the help of local environmental groups and other community partners, teachers can fit those lessons into the standard curriculum.


“As a high school teacher, I know I have to teach about, let’s say, ecology. And so, what I’m going to do is use water as a theme for my teaching about ecology. And I’m going to still be teaching the state standards and benchmarks in science. But I’m going to be doing it in a way that is much more meaningful for my students.”


Whitmore says teachers who attended her first training last year changed how they teach. They’re doing projects that mean something to students. One’s working with students to build rain gardens, others are raising salmon.


Teachers here today say it was already their goal to incorporate local issues in the classroom, but some say they couldn’t effectively teach on local issues because they didn’t understand those issues themselves. Christie Jenemabi Johnston teaches seventh through twelfth grade. She was impacted by a tour of the local wastewater treatment plant.


“Yes, I know how water treatment is done, and the essentials and the mechanics of it. But I never really took it to heart as far as what it meant in my immediate surroundings. And it just – it makes a big difference now.”


And she says knowing those things can help her students to get involved in their community. Of course in the end, if this model is to be truly successful it has to grab the attention of students, not just teachers. While the teachers were taking fish from the nets, a couple elementary-aged children were swimming nearby and they came over to see what was caught.


“Come on and look!”


“Wanna see ’em?”


“How big?”


“Oh, just little baby ones.”


“I don’t know are they all baby fish just because they’re little?”


If these kids are any indication of student response in the classroom, the programs just might work.


For the GLRC, I’m Linda Stephan.

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Tug-Of-War Over Great Lakes Seawall

  • Some people who escape to Promontory Point from the "concrete jungle" of Chicago are worried about the Point's future. (Photo by James Lin)

Cities along the Great Lakes often depend on sea walls to keep the crashing waves from eroding the shoreline. Some of those walls have been around for close to a century. One city wants to rebuild its protective walls. But the neighborhood near one popular section is not happy about it. They say the huge limestone blocks give the area character. They don’t want concrete to replace any of it. But the structure is deteriorating, and the city and Army Corps of Engineers want to shore it up. The plan for repairing the seawall is igniting an age-old debate between historic preservation and shoreline protection… and it’s got an entire neighborhood ready to fight. The Great Lakes Radio Consortium’s Lynette Kalsnes has more:

Transcript

Cities along the Great Lakes often depend on sea walls
to keep the crashing waves from eroding the shoreline. Some of
those walls have been around for close to a century. One city wants
to rebuild its protective walls. But the neighborhood near one popular
section is not happy about it.


They say the huge limestone blocks give
the area character. They don’t want concrete to replace any of it. But
the structure is deteriorating, and the city and Army Corps of Engineers
want to shore it up. The plan for repairing the seawall is igniting an
age-old debate between historic preservation and shoreline protection…
and it’s got an entire neighborhood ready to fight. The Great Lakes Radio
Consortium’s Lynette Kalsnes has more:


(Sound of water)


Jack Reed stands on the edge of the huge limestone rocks that make up the seawall, drying himself off. He just swam a mile along the shore of Lake Michigan. He drapes a big flannel sheet over his head that he’s fashioned into a makeshift changing tent, and modestly gets out of his swimsuit.


The 67-year-old has been swimming off this rocky peninsula that juts into Lake Michigan for forty years now. He says the trees and the giant limestone rocks made him appreciate nature and realize how much he needs a break from the city.


“I sort of hate to leave and go back to the grind, ’cause when you’re out here, you can relax and look at the sky and get in the water and watch the birds and the clouds go by. It’s like a vacation trip, just as long as you have time for.”


The place where Reed comes to swim and relax is called Promontory Point. The point is lined with large limestone blocks that stretch along the water like a chunky, irregular staircase.
People come here to swim, fish and bicycle. They have picnics, walk their dogs and throw Frisbees.


The city and Army Corps want to replace a lot of the limestone with concrete. They say the limestone seawall is getting weak. They just overcame an important obstacle by winning approval for their concept from the Illinois Historic Preservation Agency which recognizes the limestone wall as a historic part of Chicago. Jack Reed says replacing the limestone with concrete would make the Point seem sterile.


“The thing about concrete is it’s artificial. It’s manmade. We spend most of our lives inside buildings and buses and subway tunnels; that’s all manmade.”


Reed says he comes here to escape what he calls the “concrete jungle” of the city. He says the limestone makes a soft, naturalistic transition between land and water. But the lakeshore isn’t as natural as it looks.


Less than a century ago, this whole area was part of the lake. The point was created by dumping debris into the lake in the 1920s. Workers built the limestone seawalls on top of wood shorings. Now the wood is rotting, and the rocks are shifting. The city and the Army Corps say that’s dangerous for people and for the shoreline.


And the Illinois Historic Preservation Agency says there needs to be balance between safety and historic preservation and making the shoreline accessible to people with disabilities. David Blanchette is with the state agency. He says the wall has to be reconstructed to stabilize the shoreline.


“Our job is to make sure that this historical resource, which was built for a specific purpose quite some time ago, preserves as much hisotric character as possible, but still allows it to function for its intended use.”


The work at Promontory Point is part of a 300-million dollar project to replace miles of old limestone revetments along the city’s lakeshore, but the point has caused a snag in the plan. Community members and preservationists have stalled the work at Promontory Point for years now.


The Landmarks Preservation Council of Illinois put the point on its list of ten most endangered historic places in the state, putting it at odds with the Historic Preservation agency.
And Council president David Bahlman says it’s one of the few spots left where the lakeshore hasn’t been hardened with concrete.


“Let’s say it’s an unacceptable compromise that moves closer to ensuring that two-thirds of the point is going to be destroyed.”


Most critics acknowledge something needs to be done to protect the shore from erosion. But they say it’s entirely possible to come up with a plan that preserves limestone on the entire seawall, not just part of it. A community group is now lobbying the U.S. Senate for legislation to prevent funding for construction unless the limestone wall is preserved much as it is. A similar measure has already passed the U.S. House.


For the GLRC, I’m Lynette Kalsnes.

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