Category: Uncategorized (Page 3 of 7)

1. Title: water conservation education in elementary schools: the case of the nenetzing river catchmen, mexicoArticle Type (primary research, review?)
   1. URL:Water Conservation Education in Elementary Schools: The Case of the Nenetzingo River Catchment, Mexico
   2. Citation (APA or MLA format)

Yolanda, G., Angel, M., & Alberto, C. (2022). Water Conservation Education in Elementary Schools: The Case of the Nenetzingo River Catchment, Mexico. Sustainability, 14(4), 2402. https://doi.org/10.3390/su14042402 

2. Title: youth engagement in water conservation: educating and empowering the next generation
   1. Article Type (primary research, review?)
   2. URL:Youth Engagement in Water Conservation
   3. Citation (APA or MLA format)

Alternative Development Initiatives. (2024, June 5). Youth engagement in water conservation: Educating and empowering the next generation. ADI International. https://www.adi-international.org/youth-engagement-in-water-conservation/ 

3. Title: water conservation in schools
   1. Article Type (primary research, review?)
   2. URL: Water Conservation in Schools | Oxford Research Encyclopedia of Education
   3. Citation (APA or MLA format)

Bermúdez, O., & Lombana, M.  (2020, September 28). Water Conservation in Schools. Oxford Research Encyclopedia of Education. Retrieved 21 Sep. 2025, from https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-688. 

4. Title:Impact of educational interventions on early adolescent attitudes and behavior toward water conservation: a systematic review
   1. Article Type (primary research, review?)
   2. URL:JETIR2412467.pdf
   3. Citation (APA or MLA format)

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 

5. Title:Does environmental education benefit environmental outcomes in children and adolescents? A meta analysis
   1. Article Type (primary research, review?)
   2. URL:Does environmental education benefit environmental outcomes in children and adolescents? A meta-analysis – ScienceDirect 
   3. Citation (APA or MLA format)

Van de Wetering, J., Leijten, P., Spitzer, J., & Thomaes, S. (2022). Does environmental education benefit environmental outcomes in children and adolescents? A meta-analysis. Journal of Environmental Psychology, 81, 101782. https://doi.org/10.1016/j.jenvp.2022.101782 

6. Title: The strategic role of conservation education in efforts to improve biodiversity literacy: a systematic review 

1. Article Type (primary research, review?)
2. URL:EJ1478575.pdf 
3. Citation (APA or MLA format)
4. Fajri, S. R., Citrawathi, D. M., Adnyana, P. B., Arnyana, I. B. P., Sarnita, F., Fajri, N., & Fitriani, H. (2025). The strategic role of conservation education in efforts to improve biodiversity literacy: A systematic review. Turkish Journal of Education, 20(3), Article EJ1478575. https://files.eric.ed.gov/fulltext/EJ1478575.pdf 

       7. Title: Conservation and environment education: A narrative literature review

• Article Type (primary research, review?)
• URL:(PDF) Conservation and Environmental Education: A Narrative Literature Review 
• Citation (APA or MLA format)
• Mani, Jyothi. Conservation and Environmental Education: A Narrative Literature Review. figshare, 2020. 

       8.    Title: Strategy on education for conservation (EFC)

• Article Type (primary research, review?)
• URL:educationforconservation-strategy-v3.pdf 
• Citation (APA or MLA format)
• Pisupati, B. (2020). Strategy on Education for Conservation (EfC). IUCN Commission on Education and Communication (CEC) & FLEDGE.https://iucn.org/sites/default/files/2022-08/educationforconservation-strategy-v3.pdf

       9.   Title: Learning about taking action for the environment: child and teacher experiences in    a preschool water education program

• Article Type (primary research, review?)
• URL:Learning about and Taking Action for the Environment: Child and Teacher Experiences in a Preschool Water Education Program on JSTOR 
• Citation (APA or MLA format)
• 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 

      10.  Title: Early childhood environmental education: A systematic review of the research  literature 

• Article Type (primary research, review?) review 
• URL: Early childhood environmental education: A systematic review of the research literature – PMC
• Citation (APA or MLA format)
• 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 

Name_Abril Guerrero____     Scientist Spotlight: Dr. Nina Jablonski

Please read this document carefully before you start! Your homework submission should be at least 250 words total, addressing the questions at the bottom of the page. 

Scientist Spotlight: Dr. Nina Jablonski

Dr. Nina Jablonski is an anthropologist and paleo-biologist that studies human evolution at Penn State University. She was born and raised on a farm in upstate New York, where she developed a passion for digging up fossils in a nearby creek. As a child she spent a lot of time watching National Geographic, which cultivated an interest in human evolution and led her to pursue a biology degree at Bryn Mawr College. Despite earning a degree in molecular biology and having pressure to attend medical school from her parents, Dr. Jablonski developed a passion for evolution and anthropology and chose to pursue a PhD in biological anthropology at the University of Washington. 

Dr. Jalonski research focuses on the evolution of primates and humans. One of her major research areas includes the evolution of human skin, pigmentation, and hair. Her research describes how skin color and hair can play a role in human self-identities, and the major role that these evolutionary processes play in history and society. 

1. To learn more about the evolution of skin color, watch the following talk: Nina Jablonski: Skin color is an illusion | TED Talk 
2. Browse through this journal article to appreciate the science of studying human skin color and race: Skin color and race – Jablonski – – American Journal of Physical Anthropology – Wiley Online Library 

Instructions for Written Assignment: 

After reviewing these resources, write a 250 word or more reflection with your responses TO BE SUBMITTED TO Blackboard, which addresses ideas related to the following questions:

1. What was most interesting to you in reviewing these resources?  

What I found very interesting was that our skin color can be traced back to our ancestors having darkly pigmented skin. Another thing that I was amazed by was that many of us live in places where we don’t receive UV; some of us get too much, others don’t get any, and that’s why some of us have deficiencies in vitamin D.

2. What did you learn from these resources about the evolution of skin color?

It’s the people who live close to the equator that have or develop darker skin color to protect themselves from folate degradation. On the other hand, people who live farther from the equator

Have lighter skin from lower UV.  Nina also discussed how our skin is the most noticeable way to show human evolution, resulting from our exposure to UV.

3. What do these resources tell you about the types of people that do science?

From the resources, it is shown that when it comes to the study of humans, like their skin, there aren’t a lot of people from different races or skin colors in that area, so there’s a need for diverse perspectives in the science department. If the studies include people from all colors and backgrounds, it can help make the study more representative and accurate.

4. What new questions do you have after learning about Dr. Jablonski’s research and how human skin color evolved?

• My question is, if it were more known to the public about how their location of living and exposure to UV have a greater impact on their lives, would it change people’s ideas of where they want to live?

As of now, I have started my personal research on the lesson plans I hope to use in our future water fair. From our past team meetings with our partners from JJKFAN, I had taken note that Zack was interested in us building lessons on community pride from where the kids come from. So far, I have been doing research and readings on different lessons. Some of the words I have been using when looking for articles are community, environment, water conservation, and community engagement. So far,  I would say I found excellent lesson plans explaining in detail that their purpose is and long term positive effects of them doing these activities and programs to help build better relationships and increase knowledge between communities. Kids and water conservation and the environment. I feel pretty okay that most of the lessons i have found have the same view or objective that we as a group are focused in our research to build and research for fun interactive ways to teach kids about water conservation with hope that we make a bigger impact in their lives and future life that they become grown adults who care for the clean water and safety of the environment. As of now my one thing that makes me a little nervous is the time I have to teach kids in the water fair cause I have so many ideas and activities I would love the kid to do at the water fair but time is so short. I’m now at the point where I’m working to build on what I got from all the lessons I research and build a lesson that can be taught in less than 15 minutes that the kids are actually going to understand and make it fun for them. I think once the water fair is over and I see how the kids react and do the activity, I can better edit or modify the future lessons to build a folder that they can use for the after school program. I would like to have more opportunities to communicate or visit our partners before we do the water fair so I can get time to edit and ask questions to some of their teachers. Maybe get to ask them if they could look over my lesson plan and give me some feedback, because there’s always room for improvement in the lessons. 

My team is really excited to have our first visit to a site this semester. We are excited to have a more effective group to work with in our research on water conservation for young children. During our first visit, we are looking to interact more with educators. We should be able to have a conversation and ask science teachers about the methods they use to teach their students. Some of the questions I want to ask them are how long is a proper time for a fun, educational, and active lesson? Another question is whether we are creating tables and want to develop a lesson plan that teaches the basics of water conservation, while also connecting to other topics such as planning, community, and land use. How can we create a lesson plan that includes all students when some students may be at different academic levels? For my table, I need to design an interactive, engaging, and active lesson that can be taught within a 15-minute round. I would like to discuss this further with Zack to gain a better understanding of what he meant when he said kids have a lot of pride in where they come from. Hopeful, after getting to ask a question in person, I can start looking more in-depth at how I want to start building the lesson plan. As for now, I have some ideas about what I would like to use or build around for the kids. My idea is to combine teaching students about the history of their community and how the land’s past influences its future. However, if we change the way we envision the future, we can take action starting today. We can better our community by also incorporating water conservation and its importance in our communities. It all builds on the concept of working together, community, land, and water. I am confident that this project will make a greater impact than we can imagine. I see education as knowledge because no matter what happens in life, people can’t take away what they have already been taught in school. For these kids, education is a priority because we put them first. As time goes on, they are the future of the country, that’s why I see our program codes working with JJKFan as a greater impact than we may see it now. Some of the worries or barriers that may arise and make me nervous are that kids may not react or be as interactive with us as we would like them to be. As I visit JJKFan more, I hope to be able to build and adjust my lesson plans as I learn more, finding ways to teach effectively.

Your Goal Grade

Highlight the header for the column below to indicate which grade you plan to work toward in the course. Meeting the basic requirements for your chosen letter grade, according to the table below, is mandatory.

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

First-Week Introduction

This year, my goals for CODEs are closely tied to the research that my group has diligently worked on. I aim to enhance our understanding of our overarching objective, which is to assist JJKFan in implementing lesson plans for this semester. Additionally, I plan to finalize our group’s research on developing engaging educational activities related to water instruction. What I think will be the most challenging part of this is finding engaging activities for the kids that JJKFan likes and incorporates into their school curriculum.

Midterm Introduction

Now that I’ve completed the first half of the semester, I have learned to explore various lesson types and how they aim to teach kids in a fun, interactive way, using more hands-on teaching methods rather than traditional classroom teaching. Upon closer examination of the article, it becomes clear that interactive, fun lessons on water conservation aid their development and improve their learning. As of week 8 I have started to build my lesson plan that I will be teaching at the water fair in October 28. One of the things that I struggle with is finding lesson plans that are for older kids, age 10-15, because most of the lessons I liked were for smaller kids, so now I’m working on adapting them to fit the older kids and have some backup lessons for younger kids in case they do come to the water fair.

Final Introduction

[Now that the semester is over, use your introduction to reflect in-depth on your process. How well did you meet the goals you set out to meet? What did you learn that surprised you? Focusing on your goals for this class, what do you want to remember to take with you into your future courses? What strategies can you use to continue developing toward these goals?]

Course Goals

Choose five goals from the CODES Student Learning Outcomes that you’d like to work toward. Choose goals that are relevant to the scope of this course, select artifacts/examples based on activities assigned for this course, and explain characteristics in a way that illustrates how your artifacts/examples demonstrate your progress toward the goal.

Goal 1 (20%)
Based on (C12 Works independently toward goals by contributing and meeting deadlines) from CODES Student Learning Outcomes): Write out Goal in your own words

What will you do to learn the content/ develop the skill?	What examples will you add to the portfolio to demonstrate your learning?	What characteristics of the chosen examples demonstrate you have met your goal?
The things I will do to learn the content are review my work, have the teacher and friends look into it, and ensure that it can easily be understood.	– reflections – lesson plan – process description – final lesson plan	Demonstrate that the assignment is turned in on time and organized, and show understanding and progress.

For this goal, I completed all the assignments I listed myself. When it came to my research, I was able to find articles that were closely related to my community and water conservation lesson plan. I was able this semester to work my myself concentration in my personal goal of building a lesson to tech at the water fair in my reflection was able to show my work in how far I have come in the process of building my lesson plan. I believe that by the time I’ve completed my lesson, I’ll have made further improvements in my independent research work. I will continue to do my best and meet deadlines, demonstrating hard work that represents me.

Goal 2 (20%)
Based on (6B b. Demonstrates sophisticated understanding of the complexity of elements important to members of another culture in relation to history, values, politics, communication styles, economy, or beliefs and practices. from CODES Student Learning Outcomes): Write out Goal in your own words

What will you do to learn the content/ develop the skill?	What examples will you add to the portfolio to demonstrate your learning?	What characteristics of the chosen examples demonstrate you have met your goal?
Visit the site and interact with community partners to gain a personal understanding of the students and teachers.	– note from meets with JJKFAN – annotations from articles – outcomes from teaching a lesson – lesson improvement	lesson plans from research reports from visit sites and understanding what i got from the site

For this goal, so far, I am still working to demonstrate a sophisticated understanding. I think that from this goal, I have learned. I got from our meeting with Zach it has help me get a better understanding of what it is that they are looking for with that I have now looked into modifying my lesson plan to better adapt to the changing age group that we are going to see at the water fair. I hope that the changes I make in the future for the lesson plan can demonstrate this goal better and the outcomes I get from teaching the kids about their community with fun, colorful activities.

Goal 3 (20%)
Based on (5A a. Defines the scope of research questions effectively and selects information cogently to address them. from CODES Student Learning Outcomes): Write out Goal in your own words

What will you do to learn the content/ develop the skill?	What examples will you add to the portfolio to demonstrate your learning?	What characteristics of the chosen examples demonstrate you have met your goal?
Build education on questions of curiosity in kids for improving learning.	-water fair lesson -reflection – final presentation of the project – outcome from the lesson	Show how I have improved my work in building the lesson plan over the semester, and the outcome of the water fair.

For this goal I want to add information from how the water fair lesson went and the reflections after the teaching of my lesson plan. i hope that once i get to tech the water fair i have for information and evidence to add like pictures and reading on how the event went and what I learn and what i can do to improve to provide the best example of my lesson for the JJKFan after school program.

Goal 4 (20%)
Based on (3B Recognizes multilayered ethical issues and the cross-relationships among them. from CODES Student Learning Outcomes): Write out Goal in your own words

What will you do to learn the content/ develop the skill?	What examples will you add to the portfolio to demonstrate your learning?	What characteristics of the chosen examples demonstrate you have met your goal?
Implementing a plan from visiting site and seeing and learn from our partners	Implementing a plan from visiting the site and seeing and learn from our partners – reflection 3 – data collection – background understanding from feedback	Show a better understanding of work and adjustment to work by learning from the visit on reflections.

For this goal, I faced challenges in finding relevant articles or lesson plans that connected water conservation or community pride to the kids. So far I have found one lesson plan that I like, but it is going to need some modification to relate so specifically to the kids’ community with questions that relate to water in their community. I am currently still looking for information to build on for the kids’ lessons.

Goal 5 (20%)
Based on (1B Connects and extends knowledge from academic study to civic engagement. From CODES Student Learning Outcomes)

What will you do to learn the content/ develop the skill?	What examples will you add to the portfolio to demonstrate your learning?	What characteristics of the chosen examples demonstrate you have met your goal?
Getting to see and visit the school, and getting to ask teachers how the lesson plan worked with them	– Connect points in the research to see what works better for kids at certain ages to improve lesson plans – Reflections – final implementation plan – final lesson plan build – lesson improvement from feedback	Show the connection between how my assignments relate to one another on the final implementation and how I build the lesson plans.

For this goal, I have concentrated on researching fun, interactive ways to teach about environmental studies in water conservation. From that, I have learned through looking into my ideas for my lesson plan that making learning fun helps kids learn better. Through writing my reflection, I have made a lot of improvements in starting to connect points from other lessons to inspire my ideas of creating a matching game in the concept of water conservation. I hope from this that kids build understanding about water and habits. After trying the game with the kids, I can better understand what they know and how I can improve it for all age ranges.