The project began at Acadia National Park in Maine. Because Acadia is the location of the Northeast Temperate Network’s Schoodic Education and Research Center, the project is reaching out to other National Parks in the region, such as Boston Harbor Islands National Recreation Area and Saugus Ironworks National Historic Site.

Our research began with investigations of mercury biogeochemistry. In the northeastern US, mercury is found at levels of concern in many parts of the environment: lakes, streams, soils, biota – like fish – and even people. Our project investigates mercury concentrations in these subjects and looks for good indicators of mercury status. We are currently studying mercury in dragonfly larvae, earthworms, soils, fish, and people.

New research topics (in development) investigate American eel population dynamics, nitrogen, and watershed processes.

See our projects featured over on the right, which include maps of study sites, data, and project findings as well as useful links for each topic.

Teacher focus: By working with teachers, the project is able to reach many cohorts of students, broadening the population served. Curriculum units: we have developed a teachers guide to provide activities and background information at each step of the project. Implementation ranges from a 2-week curriculum ‘plug-in’ to an entire year’s curriculum. Workshops: In their first year of participation teachers attend a multi-day summer workshop conducted by the lead scientist and by program education staff. The workshop provides scientific concepts and background, practice with sampling protocols, and an introduction to key classroom and curriculum activities and objectives. Additional workshops are developed in collaboration with teachers as needs are identified. Science ‘tech support’: Support for teachers in program implementation, during the school year, consists of one or more visits by science staff in addition to visits by program educators. Teachers also use a shared website to raise questions and share experiences.

Focal topic: data display. We have recognized a key need for students as they work toward understanding and interpreting their data: the ability to focus on patterns and generalizations rather than on discrete phenomena. We also found that many teachers lack confidence and familiarity in their own work with data and graphs. We are developing new professional development to help teachers acquire this knowledge and capability.

Focal topic: learning progressions. We are developing an understanding of what would be needed to expand the program to middle grades in order to create learning progressions that support successful student investigation and learning in high school.

Read the blog at http://acadiapartners.blogspot.com/.