Author: abguerr (Page 1 of 8)

As i have finished my lesson and gotten to present it at the water fair. There were many steps that I took. One was the data collection where I annotated different articles and lesson plans that help me build on my idea of building a lesson plan. After reading and researching lesson plans I was able to be inspired to make my own lesson plan. My lesson was a fun interactive plan which was to match pictures with the world to a definition. The building of the game was fun. I got to choose pictures where kids were able to see clearly and understand. The definitions were very detailed to have a good understanding for kids to read. 

After the water fair presentation, I received very good feedback from Zach at JJK and our partners. From teaching the kids I was able to build a better understanding and see ways that I can improve my lesson game. I want to improve the game by making the definition more easy because I saw that during the game with the kids some of the definitions were confusing because they could be mixed with other words. With this information and my feedback, I saw the kids were very interactive with the lesson and showed interest in the game and asked questions. They also asked if they could read the definition. Some of the things I learned is that this type of learning approach can be used for other subjects but overall I am very happy with the results of the kids and our partners. Based on our group size that I was working with at the water fair it would have been easier if I made smaller game packets, so that’s one thing I made a note on. I will make small modifications to involve the lesson game. 

Community and neighborhood                    

1. Online Lesson example 

This website is an educational site with many different examples of lessons to teach students about the world and around their city. For this article in particular it’s about the community lessons to get students to think about their surroundings and get them to think about what makes a city and what they have in their city. These types of lessons are more fun. They write, color, draw, and do criteria think. Distinguish different types of communities, rural communities, urban communities, suburban communities. Overall I found these lesson examples very inspiring for my lessons with building community understanding and knowledge with the kids. 

“Neighbor and Community Activities and Lessons for Social Studies.” Chalkboard Chatterbox, www.chalkboardchatterbox.com/blog/neighborhood-community-lesson-plan-activities. 

Unity in community 

2. Choose your source: Lesson through music inspiration 

This song is sung by many children in different languages to promote unity and peace, and to inspire others through music. After hearing the song, I see how music brings people together and encourages them to work together to build a song about their community and take care of it. The love you have for friends, family, and neighbors, too, can inspire others just as the song “One World, One Heart Breathing” does. To take action one step at a time, one song can change the country. Key points I learned from this lesson are music, connection with understanding of kids around the world, and building peace through music inspires all of us. 

    The song was created by Loving World One Song At A Time, and songwriter Oona McOuat. A 9-year-old Kasper Packford sang the music video. 

“One World, One Heart Beating.” Creating a Loving World One Song at a Time, One World, One Heart Beating | Creating a Loving World One Song at a Time and https://youtu.be/kY9HieCkT9c 

Water lesson

3.  PDF Lesson Activity. 

This lesson plan was created for teachers to educate students about the source of their water. The lesson is made for K-6. The teacher who created this lesson plan provides a brief note explaining the basics of water and that it needs to be purified before it can be used for everyday life. Overall, the lesson can be easily adapted if needed. It also uses very minimal supplies that can be found outside the questions that the kids would answer, and go through a kinda of scientific project. This lesson would be fun, and they can participate and even do it at home with outside matters. 

Source: U.S. Environmental Protection Agency, adopted from “Water Wizards,” Massachusetts Water Resources Authority, Boston, MA, 1993

“How People Get Their Water.” U.S Environmental Protection Agency, www.epa.gov/sites/default/files/2016-03/documents/activity_grades_4-8_howpeoplegetwater.pd.  

Education communities 

4. Website article 

This article is called “Sustainability Media Lab.” It encompasses many aspects that contribute to water conservation. It breaks down the information into short sections. Their goal is to educate communities of all ages, also offering different opportunities to learn sustainable practices and build knowledge in the importance of water. This article’s goal is to inform and educate people on why it’s essential to create good sustainable practices and why targeting children to teach them about water conservation has so many benefits to our future and water resources, as we use more water in our growing population.  Overall, they aim to modify their behavior for the betterment of our water resources. 

“Educating Communities on Water Conservation.” Sustainability Media Lab, 3 Sept. 2024, sustainabilitymedialab.com/educating-communities-on-water-conservation/. 

Community and water conservation 

5. Choose your source 

This packet is an educational lesson packet containing various lessons for kindergarten through 8th grade. This packet also provides resources for teachers and parents, offering easy access to lessons. They also made sure they offer fun, interactive lessons. The reason the packet was created was that a school district in California was struggling with droughts, and it was crucial to educate students on the importance of water and build their knowledge on the topic. The lesson range from world puzzles to reading and understanding pictures on what water is and where it comes from. They also offer numerous resources and website links to help parents teach their own kids to develop good environmental habits that support the environment. 

“Water Conservation Education Packet: Less Plan Activities &Resources for Grades K-8.” OTAY WATER DISTRICT ESTABLISHED 1956, 30 Jul. 2015, www.otaywater.gov/wp-content/uploads/files/Water%20Conservation%20Education%20Packet%20%281%29.pdf. 

Through this journey in our research, I have found a new me in the area of education for all. From working with our partners JJKFAN and my research group, I found out that I have a lot of creativity, and if I can’t find something that I feel will work, then I try to make it. In this case, I made the education Matching game learning definition and pictures. Throughout this research, I have enjoyed looking at and learning from educators and programs in other parts of the world and the approaches they take to conserve water. Having the opportunity to speak with Zack from JJKFAN through our journey of learning and understanding what they looked into. Inspired me to also take action in my everyday life to live a sustainable life, taking care of my environment, no matter where I am. Also, finally, I have decided to change my major to public health because I want to make changes in the future to prevent problems that could harm the human population. The health of the public also affects my health, so taking care of the public health is also taking care of my own health, and for future generations too. 

In my research, most teachers employed similar approaches to interactive and outdoor time with nature. Some of the information I found came from programs implemented in schools to support education, particularly in areas where there was already concern about water resources. 

Now that I have performed my interactive matching game with our partners JJKFAN and finished my research.  I had the opportunity to speak with Zack and to understand what they are looking for in teaching. Made it easier to focus on interactive teaching methods. With some difficulty, I actually liked the lesson and made the matching game. 

From my research, I found information on the following topics: community and neighborhood, unity in community, active lesson, unity through music, and lesson packet. From the lessons, I observed physical activities that involved a plastic water bottle and a world puzzle. One thing I noticed in the packet was that as the grade level increased, the lessons shifted to focus on reading and analysing on paper, so they became less engaging and interactive, losing the connection that makes learning about water fun. 

One thing that I learned from researching these different ways of teaching is that unity is essential when wanting to make a greater change, in the case of educating children on why it is so vital that we take care of our water resources and let others know why they, too, need to take action so that our future water supply isn’t put in jeopardy. 

Based on my research, I would like to change or test several aspects to determine whether they would work. I developed a game that was engaging, and students learned definitions and images related to water conservation. I would now like to modify the game so that all K-8 students have their own version. 

Lesson explanation    –   Water Lesson Plans:

Lesson Plans:

Title:  Water Word Wonders 

supplies(list)

• A paper sheet cut into squares for a game

Procedure to develop game:

1. I researched different approaches in water education lesson plans for young kids. I looked into a variety of lesson plans to see which teaching methods teachers use. 
2. I brainstormed about topics and then searched and found good lesson plans; some of them were on songs and drawing your community, but not exactly what I was hoping to find that aligned with my ideas for a lesson plan for our partners. 
3. After analyzing the lessons, I was inspired to build my own lesson that went with what JJKFAN wanted, so fun and interactive. My inspiration was to make a game that kids would like, and it’s a fun way to teach them definitions and terms through a matching game. 
4.  I started building a matching game, then looked into the words that I wanted for the game and definitions, and the last part was just to add pictures. Send them to Dr. Martinez for feedback and make some last-minute modifications. 

Steps for students:

Questions for student interaction – interactive portion (what did you do?)

From just looking at the picture, can you tell what they are trying to explain? 

What are the definitions that can be related to other pictures and words? 

Does the group have any questions about the pictures?

Tips and tricks or things to avoid (recommendations):

Avoid having more than three people per group so everyone gets a turn and can work together to match the picture words to the definitions. 

Sometimes it’s easy to read the definition for the kids so they can understand the meaning if they don’t understand a word. Also note that every group is different, and some kids will want to read the definition themselves. 

Alexandra: Example “B” Contract 

A Work	B Work	C Work
-Misses one class or less, or completes make-up work for excused absences -Annotates all readings thoroughly -Makes substantive comments in discussions -Completes all assignments on time (or has an approved extension request) -Work demonstrates intellectual engagement, care, effort, and growth in response to feedback -Collaborates substantially, contributes to vision, works equally with peers	-Misses two classes or less, or completes make-up work for excused absences -Annotates readings -Often participates in discussion -Completes all major assignments on time (or has an approved extension request) -Completes most SAs on time -Work demonstrates care, effort and growth in response to feedback -Collaborates equally, completes required work	-Misses three classes or less, or completes make-up work for excused absences -Completes most readings -Sometimes adds to discussion -Completes all major assignments on time (or has an approved extension request) -Completes at least four SAs -Meets minimal expectations on assignments; shows limited growth in response to feedback -Completes required collaborative work

Grade Contracted For  ____ A            ____X__ __ B                ____ C 

What concepts are you going to learn, or skills are you going to develop?	How will you learn the content/ develop the skill?	What evidence will you add to the portfolio to demonstrate your learning?	How will you and I assess the evidence of your learning/skills?
(20%) Based on (6A)  Articulates own cultural rules and biases and recognizes and responds to biases.	a – Read, Prepare & Participate in Braiding Sweetgrass class Discussions – Completing Braiding Sweetgrass Reading reflections	-Notes from Braiding Sweetgrass Class Discussions – Braiding Sweetgrass Reading Reflections	a – Attend and actively participate in 100% of Topic Discussion sessions – Completes Reflection assignments to 70% level/meets word count – Complete projects to 80 % level standard
(20%) Based on (6B) Demonstrates sophisticated understanding of the complexity of elements essential to members of another culture in relation to history, values, politics, communication styles, economy, or beliefs and practices	Collaborate with the research group to develop a r – Pay attention, Take Notes, Review lecture materials on relevant topics – Read, Prepare & Participate in Braiding Sweetgrass class Discussions – Read, Prepare & Participate Jigsaw Paper Discussions that address relevant issues	-Notes from Braiding Sweetgrass Class Discussions – Braiding Sweetgrass Reading Reflections Notes from Jigsaw Papers that address relevant topics -Relevant Exam Questions	Perform – Attend and actively participate in 80% of Topic Discussion sessions – Evaluates/Compare & Contrast 70 number of novel and previously learned ideas Complete projects to 70% level standard
(20%) Based on (5A)  Defines the scope of research questions effectively and selects information cogently to address them.	• Collaborate with research group to develop a research question/hypothesis – Utilize Library Resources to find articles	– Research Project – Research Questions, Annotated Bibs, Project Outlines -Screenshots or Notes from Literature Search Activities	• A – Performs “70-level” work according to the rubrics/grading feedback -Evaluates/Compare & Contrast 70% number of appropriate sources –
(20%) Based on (3B) Recognizes multilayered ethical issues and the cross-relationships among them.	– Reading & Discussing Jigsaw Papers that address multilayered ethical issues – Reading & Reviewing Scientist Spotlights	– Scientist Spotlights -Jigsaw Papers that involve aligning Indigenous Systems with Western Systems Conservation Topics	•Evaluates/Compare & Contrast 70 % number of novels and previously learned ideas – Completes Reflection assignments/Reports to 70% level/meets word count
(20%) Based on(5C) Responsibly integrates research and demonstrates full understanding of the ethical and legal restrictions on information use.	• Analyze various sources of evidence for the research report – Developing & Revising Research Questions, Annotated Bibs,	-Research Project Assignments:eg, Research Questions, Annotated Bibs, Project Outlines, Project Drafts, Final Paper, Presentation -Screenshots, or Notes from Literature Search Activities –	• Performs “70-level” work according to the rubrics/grading feedback -Improves performance on revised & resubmitted work

First-Week Introduction

As I am about to start this new CODES class, I am both excited and nervous. I know that in this class there is going to be a lot of science, but I’m not sure what areas we are going to concentrate on. Most of my goals in this class are in sections 5 and 6, with a concentration on learning and knowledge, as I am hoping to improve the science area of CODES and how it helps us through our research. I am interested in learning or improving in my goals through the semester by reading, reflecting, and analyzing.

Midterm Introduction

So far throughout this semester I learned that the jigsaws were my weak spot. They were very scientific with lots of highly educational explanations that for me with not a lot of background in biology science had a hard time understanding what the authors were trying to explain. I did enjoy further learning about scientists from the scientific spotlight. I enjoyed the ted talks and reading about what they have dedicated so much of their time and education into it.

Final Introduction

Now that the semester has finally come to an end. I wish I could have done more to meet my goal and should have asked for help earlier but there was some miscommunication on my slide to get assistance. Even with that being said, I made sure to always do my part in our group’s work and presentation.

Goal 1 (6A)

Week 7 reflection

class discussion

breading sweetgrass

Goal 2 (6B)

[For each 5% of effort you assign to your goal, provide at at least one example or artifact that demonstrates your learning process and shows how your made progress toward meeting that goal this semester (You would need four examples if the goal was worth 20% of your grade). Show how you have improved over time, what methods you took to grow, and talk about what you still plan to do in the future. ]

Notes from Braiding
Sweetgrass Class
Discussions – Braiding Sweetgrass
Reading Reflections
Notes from Jigsaw Papers
that address relevant
topics

Goal 3 (5A)

Goal 4 (3B)

Goal 5 (5C)

Group #9 Name: Payton, Tamira, Alexandra

Annotated Bibliography

Answer the following questions below for each of the 10 sources of evidence you gather.  

Research Question: 

Review Paper 1

• Team member evaluation: Alexandra 
• Citation for the article

Ardoin, N. M., & Bowers, A. W. (2020). Early childhood environmental education: A systematic review of the research literature. Educational Research Review, 31, 100353. https://doi.org/10.1016/j.edurev.2020.100353 

• 1-paragraph summary: 

The article presents research on teaching young children aged 0-8, aiming to understand how it aids their environmental and natural knowledge. Through their study, they found that nature has a significant impact on kids’ lives when they spend time outside. They also found that different approaches to teaching in programs that are more fun and interactive help kids learn better and make it easier for teachers to manage the classroom. The organization conducted research across 66 studies to gain a deeper understanding of effective methods for teaching young children about environmental education. Overall, they conducted extensive research on classroom programs that were more teacher-led and student-focused. They found a positive impact from programs in many areas, such as environmental literacy, social and emotional growth, and physical development. 

• What information does this source contribute to your research question?

The program’s research revealed numerous benefits to early age education, including improved language and literacy skills, as well as more environmentally responsible behavior in the future. 

• How does the source relate to other sources in your bibliography?

Many of the sources I have found indicate a positive impact from incorporating environmental education in schools or after-school programs. They also highlight the benefits for the environment’s future and explain why teaching them at a young age can significantly impact the world’s well-being.

• What are the strengths and weaknesses of the source?

The article had excellent sources, but it had some limitations. Specifically, it focused more on certain aspects, which meant other topics were not explored as thoroughly. Additionally, some of the sources were of limited age. The article focuses on their research in the age range of 4-6, although it also discusses infants aged 8 years old. 

• How does the source fit into your research topic? Why is it useful?

This source fits into our research topic because it also looks into different ways in teaching young kids about the environment and why it has so many future impacts on their lives and all of the world, from building habits and growing their language and communication to problem-solving. 

Review Paper 2

• Team member evaluation: Payton
• Citation for the article:
  • Kumar, Ashok. “Promoting Youth Involvement in Environmental Sustainability for a Sustainable Future.” Edumania-an International Multidisciplinary Journal, vol. 01, no. 03, 5 Oct. 2023, pp. 261–278, https://doi.org/10.59231/edumania/9012.
• 1-paragraph summary:
  • The purpose of this article is to examine how the youth can engage in their community regarding environmental sustainability. There are arguments made that challenge whether or not the youth is most engaged via empathy and critical thinking skills. The authors note many sources to back up their claim that the youth is our future and need to be educated on environmental sustainability. Social media is one way to promote education in this area. There are several action plans that the authors list. These include early education, raising awareness, finding solutions, reaching out to their community, leadership opportunities, and the barriers of their actions. They then encourage the youth to look into a set of activities that can promote further education. They conclude this review paper with the benefits that this gives the youth such as empowerment, energy, creativity, and passion. 
• What information does this source contribute to your research question?
  • This source contributes to our research question because it backs up our hypothesis that the youth needs environmental education to increase passion for urgent problems in their communities. 
• How does the source relate to other sources in your bibliography?
  • This source is related to other sources in our bibliography because it gathers many opinions, whereas some of the other sources focus on raw data and scores. We can incorporate both opinions and raw data to draw conclusions that ultimately support our hypothesis. 
• What are the strengths and weaknesses of the source?
  • This source does a great job of outlining benefits and goals for the youth regarding environmental sustainability education however it lacks data. We want numbers to definitively establish that environmental education makes a difference. I feel empowered after just reading this source and it encourages programs such as the CODES program. I wish it would touch on how exactly to get the youth involved instead of outlining the benefits. 
• How does the source fit into your research topic? Why is it useful?
  • This source fits into our research topic because it credits many sources that agree with their claims. It is useful because we can gather all of these listed benefits as data. It supports our hypothesis. 

Research Paper 1

• Team member evaluation: Payton
• Citation for the article:
  • Trott, Carlie D, et al. “Civic Science Education for Youth-Driven Water Security: A Behavioral Development Approach to Strengthening Climate Resilience.” International Journal of Behavioral Development, vol. 48, no. 2, 29 July 2023, pp. 145–155, https://doi.org/10.1177/01650254231188661.
• 1-paragraph summary:
  • Climate change along with poverty are big issues in Haiti. Studies have shown that young people are especially distressed about this issue. One group of students took an integrated art-science educational programming course, where students ages 8-18 “used water testing and digital photography to collect, analyze, and share local information on water quality, pollution, and deforestation, while advocating for change through community events and short documentary films to disseminate findings and raise community awareness (Trott et al., 2020a)”. After the program, interviews showed that this program empowered the kids. This program teaches kids how to be engaged in their community while learning about climate change. 
• What information does this source contribute to your research question?
  • This source contributes to our research question by showing that there are curricula that can help kids want to make a difference in their community. These students relate a wicked problem back to their community, like we are doing in the CODES program. In theory, this will raise the new generation to be passionate about activism and drive society in an exponential direction. 
• How does the source relate to other sources in your bibliography?
  • This source relates to other sources in our bibliography because it supports our hypothesis that if students receive environmental education from an early age, it will impact their involvement in their community. 
• What are the strengths and weaknesses of the source?
  • This source is strong in data and methods. Their methods were clearly outlined and conclusions were clearly drawn. The weaknesses in this source for our use is the fact that this study took place in Haiti. We would need to alter their community issues to ones similar in our community. 
• How does the source fit into your research topic? Why is it useful?
  • This source fits into our research topic and is useful because it is very similar to what we are doing in the CODES program. Instead of CODES being introduced in college, kids ages 8-18 are exposed to this curriculum. They even share their results on digital platforms like we do. 

Research Paper 2

• Team member evaluation: Payton
• Citation for the article:
  • Goldfeld, Sharon, et al. “Findings from the Kids in Communities Study (KiCS): A Mixed Methods Study Examining Community-Level Influences on Early Childhood Development.” PLOS ONE, vol. 16, no. 9, 1 Sept. 2021, p. e0256431, https://doi.org/10.1371/journal.pone.0256431.
• 1-paragraph summary:
  • This article talks about a curriculum: “Kids in Communities Study (KiCS)” where they interview, survey, and analyze the community. They talk about how different demographics of children can have different levels of involvement in their communities. They also examine how different communities contribute to the willingness to be involved in their communities. They conclude by addressing that early life experiences are essential to kids’ development. 
• What information does this source contribute to your research question?
  • This contributes to our research question because it shows how kids can engage in their community and ultimately make a difference. This supports our research question because it acknowledges that kids need to be taught how to be involved in their community rather than it being something they can just pick up.
• How does the source relate to other sources in your bibliography?
  • This source relates to other sources in our bibliography because it analyses communities that are implementing community education in their youth.
• What are the strengths and weaknesses of the source?
  • This source is strong in their methods. They use mixed methods to get an overall feel of the question they were asking. Another strength of this article is their use of figures and tables. They present their data in a way that is easy for readers to digest. This source will need to be further analyzed because it takes place in Australia, so their sense of community is different from ours here. There is not conversation about environmental education in this article, but instead community education. 
• How does the source fit into your research topic? Why is it useful?
  • This source fits into our research topic and is useful because it measures the amount of community involvement children have and how it can improve. The whole point of introducing community education to the youth is so that they can connect what they learn back to their community and make a difference. 

Research Paper 3

• Team member evaluation: Tamiria Dixon 
• Citation for the article:Reckner, Michelle, et al. “Impact of Youth Education on Green Stormwater Infrastructure Recommendations to Increase Equity and Resilience in Marginalized Communities.” Journal of Water Resources Planning and Management, vol. 150, no. 9, Sept. 2024, https://doi.org/10.1061/jwrmd5.wreng-6315.
• 1-paragraph summary: 

Professors Reckner and Tien conduct a qualitative analysis on youth engagement regarding stormwater infrastructure planning. Specifically, professors investigate potential factors relating to the Youth Advocacy for Resilience to Disasters Program. It can be said that the purpose of this data is to critically understand youth perspectives when it comes to dealing with stormwater infrastructure problems. The program highlights that student advocacy has increased due to the program’s occurrence. Ultimately the professors argue that youth contribute to society based off pre-conceptions.  

• What information does this source contribute to your research question?
• How does the source relate to other sources in your bibliography?
• What are the strengths and weaknesses of the source?
• How does the source fit into your research topic? Why is it useful?

Research Paper 4

• Team member evaluation: Alexandra 
• Citation for the article:

Kumari, S., & Nayak, M. (2024). Impact of educational interventions on early adolescents’ attitudes and behaviors toward water conservation: A systematic review. Journal of Emerging Technologies and Innovative Research, 11(12).  https://www.jetir.org/papers/JETIR2412467.pdf 

• 1-paragraph summary: 

This article explores research on education methods for teaching adolescents aged 10 through 14. They saw these age groups as a significant time in kids’ lives to start making environmental habits. From their research, they found that some methods work better. Some of them were interactive methods, and an urban focus. Kids have to use hands-on activities and learn about areas where water is more limited. The research revealed limitations, including long-term impacts related to behaviors. Through their research, they also found out that girls have a faster response than boys, and most often, a positive one too. 

• What information does this source contribute to your research question?

Some of the sources that contribute to our research were experiential learning or what we saw as interactive learning. They observed various teaching methods, ranging from classroom learning to community programs and interactive learning, similar to our research team’s findings. 

• How does the source relate to other sources in your bibliography?

The source relates to some of the research I looked at in urban areas and how teaching in areas where access to water is limited helps kids become connected to building sustainable practices.

• What are the strengths and weaknesses of the source?

This source focuses on older kids, which I haven’t seen before. The ages they research are 10-14-year-olds. They examined many studies, focusing on only 25, which is a good approach; however, I believe this represents a small sample of the 150 studies they reviewed. 

• How does the source fit into your research topic? Why is it useful?

Once again, they fit our research topic in a different way than the other as it is my first source to look into adolescents and shows good strength in their research in areas like practical implications and connection with educators, and trying to encourage community unity for greater impact. 

Research Paper 5

www.academia.edu/79571304/Exploring_Water_Conservation_Awareness_Level_Among_Primary_School_Children_From_Melaka_Malaysia

• Team member evaluation: Tamiria Dixon 
• Citation for the article:
• 1-paragraph summary: 

In this article professors Praveena and Themudu, both strive to assess the knowledge of primary school students in Malaysia. Within this study associated examiners utilized a survey questionnaire to investigate the attitudes, knowledge, and beliefs  with water conservation awareness. Moreover, the findings demonstrate that there are many misconceptions when it comes to the knowledge and beliefs of these practices. It’s also important to note that scientists correlate that demographic factors could also play a vital role when describing this phenomenon. In conclusion, professors, Pravenna and Themudu effectively, analyze the behaviors of primary school  children while providing solutions for educators. 

• What information does this source contribute to your research question?

It provides a framework for the attitudes, beliefs and knowledge in a perspective that isn’t western. 

• How does the source relate to other sources in your bibliography?

It utilizes methodological approaches, similar to the other articles being examined. Also, this essay’s main focus is on primary and school children. With that, most of the findings are both quantitative and qualitative which demonstrate the mixed method approach. 

• What are the strengths and weaknesses of the source?

There are many strengths and weaknesses of this source, generality, logical, critical, and lack of observation of behavior. More specifically, generality and lack of observation were some of the main weaknesses. I say this because both ultimately influenced the collection of results. With that being said, the generality of the experiment demonstrated that culture wasn’t a finding that was primarily focused on. Furthermore, it seems as if the professors could do a better job with incorporating an understanding of culture. 

• How does the source fit into your research topic? Why is it useful?

This fits into my research topic because it is relevant to what we are trying to investigate. Also, the pdf helps to further understand this question when it comes to other cultures. 

Research Paper 6

• What information does this source contribute to your research question?

This research paper contributes a civic engagement piece to our thesis. 

• How does the source relate to other sources in your bibliography?

This source relates to other sources in our bibliography because it shares the common theme of youth engagement. Both professors critically emphasize how youth engagement could result in finding solutions for the community.  

• What are the strengths and weaknesses of the source?

There are both many strengths and weaknesses that come with this source, specifically, it provides both quantitative and qualitative data.

• How does the source fit into your research topic? Why is it useful?

This source fits my research topic in many different ways regarding the way it is transcribed. The article is useful to me because it can be used to demonstrate the impact youth civic engagement has on students. With that also being said, it can promote the idea behind why local school districts should implement water education.  

Science Communication Paper 1

• Team member evaluation: Alexandra 
• Citation for the article

Miller, M. G., Davis, J. M., Boyd, W., & Danby, S. Learning about and Taking Action for the Environment: Child and Teacher Experiences in a Preschool Water Education Program. Children, Youth and Environments, 24(3), 43-57. https://doi.org/10.7721/chilyoutenvi.24.3.0043 

• 1-paragraph summary: 

This article focuses on the water education preschool. They had three different preschools in the project Water Aware Century Program. The program did many kinds of research with kids and teachers..

• What information does this source contribute to your research question?

• How does the source relate to other sources in your bibliography?

• What are the strengths and weaknesses of the source?

• How does the source fit into your research topic? Why is it useful?`

Science Communication Paper 2

• Team member evaluation: Alexandra 
• Citation for the article:

Alternative Development Initiatives. (2024, June 5). Youth engagement in water 

Conservation: Educating and empowering the next generation. ADI Interternation. 

Youth Engagement in Water Conservation: Educating and Empowering the Next Generation

• 1-paragraph summary: 

This article focuses on the importance of educating kids at a young age to make a significant and better impact on the world, especially on the environment. As kids are young, full of the desire to learn, they have the greatest potential to empower change for the greater good of the well-being of the world. 

• What information does this source contribute to your research question?

The article gives many different approaches to educating children, from building programs and activities to telling us why it is essential to educate students at a young age. 

• How does the source relate to other sources in your bibliography?

The source relates to many sources which aim to address water challenges and environmental knowledge and the importance of sustainability in habits in kids at a young age. 

• What are the strengths and weaknesses of the source?

Some of the weaknesses or challenges that the organization faces are funding and support from educators and the community.. 

• How does the source fit into your research topic? Why is it useful?

This source aligns with my research as it is an organization with a goal similar to ours, and they, too, recognize the challenges associated with incorporating water conservation and sustainability into young children and schools. The article breaks down the concept into parts, making it easier to understand why it’s essential for young kids and the future. We, as a group, also see the potential of kids and sustainability to make a difference for our future.