* Engage in environmental issues to demonstrate that individual action leads to positive change.

* Develop a sense of awareness of the need to think globally by acting locally.

* Develop a sense of civic responsibility and a spirit of volunteerism.

* Understand Human and Environment Interaction (National Geographic's Five Themes of

Geography.)

* Increase self-esteem by serving as positive role models for younger students.

* Interact with positive role models such as college interns and scientists.

* Evaluate decisions about balance between economic growth and environmental preservation.

* Discuss and analyze the management and use of natural resources.

* Explain and predict how physical environment can accommodate and be affected by human

activity.

* Understand the goals and methods of scientists studying terrapins.

* Gain an understanding of the basic needs of organisms and explain how organisms are affected

by an ecosystem.

* Investigate the diversity and interdependence of life.

* Compare and contrast practices that affect the use and management of natural resources.

* Recognize that individuals may have differing points of view on environmental issues.

* Demonstrate self-management skills.

* Apply safety principles while handling animals and using the Internet.

* Use technology, information, and other tools in a real-life situation producing practical results.

* Use critical thinking, decision-making, and problem-solving skills in a real-life and personal

context.

* Gather and synthesize data for research from a variety of sources.

* Speak for a variety of real purposes and audiences.

Meet NJ Core Curriculum Standards for:

Social Studies:
6.2; 6.3: 9,10 ;6.4: 7; 6.9:4,5

Language Arts
3.1: 15,16,17; 3.4:25

Science:
5.6:11; 5.7:8,9; 5.12:4,5,6,7

Workplace Readiness:
2:2,3,5,6,7,8; 3:1,3,4,9,11,12,13,14,15
4:1,2,3,9,10 5:4,5,7

The Terrapin Troubles project entails student-based inquiry to construct knowledge. Unit activities meet cross-curriculum goals in Social Studies, Science, Language Arts, and Related Arts. The audience consists primarily of students at the Jordan Road School in Somers Point, N.J. It includes K-2nd grade students, R. Stockton College students and professors, the Parents Group, community members, and international email partners. Students research and debate the management of natural resources using a real neighborhood example. They identify an environmental issue concerning the best use of local wetlands. This topic reflects the dilemma of preservation versus economic development that is replicated globally. The National Geographic Society recommends that environmental preservation start at the neighborhood level. The unit includes student research to determine whether a nearby wetlands island is a valuable habitat for local and migrating animals. Students identify one species (terrapins) that personalizes the issue. Students research the reasons for their community's economic growth and development of open land. Students debated the best use of wetlands resources. They decided local wetlands should be preserved as animal habitat. They formulated an action plan to communicate their concerns and demonstrate their actions can make a difference locally and globally.

The Student Action Plan includes hands-on experience researching and preserving a "backyard species" to personalize and enhance problem solving. Our students are experiencing environmental activism first hand by raising Diamondback Terrapin hatchlings with the intent to release them in June. The use of a backyard species is replicable globally. Teachers are advised to contact environmental preservation groups to identify opportunities for students to volunteer in preservation activities. Students participate in field trips to local research and nature centers to engage in real-life preservation efforts.

Cross-curriculum activities in science include identifying the basic needs of wetlands animals and how the loss of habitat affects animals. Sustained husbandry of the Terrapin hatchlings facilitates student understanding of the interdependence of life. Interaction with scientists helps students gain an understanding of scientific goals and methods.

Vertical articulation is achieved when students explain their action plan to younger students. The student volunteers serve as positive role models for the K-2nd grade students in Jordan Road School. The student volunteers demonstrate our methods of animal husbandry. They describe the threats to wetlands animals and the issues surrounding development of wetlands. This activity builds self-esteem in these 12-13 year old students.

Students use Internet technology to extend activities beyond the classroom. They use technology tools to maintain and extend the website called Terrapins Troubles, https://www.angelfire.com/nj/jordanroad/FIRST.html Website construction reinforces good Internet safety practices. Student use of email and website technology increases communication between school, home and community. The Terrapin Troubles website has grown as each class has discovered its unique action plan. Using technology tools has enabled students to extend their research beyond the local level to discover that our community shares similar issues with communities worldwide.

6 Classroom computers with Internet and email access.

Digital Camera, Scanner

Software: Microsoft FrontPage, Dreamweaver, and Adobe Photoshop

Somers Point Environmental Commission Report

2 Fish Tanks, 2 Lamps, rubber gloves, and turtle food.

Method:

• Use two 10 gal. aquarium tanks. Keep 2 inches salt water on bottom. Seashells & 60 watt lamp at one side for basking. Keep temperature 70-80 degrees to avoid hibernation. Change salt water once or twice a week.

• Caution: Check with maintenance staff in case they lower building temperature during vacations. Alternative: Allow volunteers to "baby sit" terrapins at home during school closings.

• Student volunteers will feed terrapins in fresh water tank. Wait 2-3 hrs so they defecate. Then place terrapins back in salt water tank. Turtle food: Tetra Turtle available in pet stores. Students will use surgical gloves (Work Place Readiness: Apply safety) Student volunteers will assist in changing water, cleaning, feeding and fund raising.

Stores can not sell turtles less than 4 inches because there was a salmonellae incident with "red eared sliders" that were raised commercially in large tubs and fed garbage. Young children would touch turtles and then touch their mouths. Terrapins are a protected species and can not be sold. The Wetlands Institute, R. Stockton College, and Philadelphia Zoo have not experienced health problems raising terrapins. However, we do not permit K-2nd grade students to handle terrapins. Students wear gloves and keep handling to a minimum for the protection of the hatchlings.

Evaluation and Assessment:

• 34 students consistently volunteered to come early in the morning or stay after school daily in order to care for the hatchlings. Parents have been very supportive in assisting students in "babysitting" the hatchlings in their homes during weekends and vacations.
  
• Community Support: The Parents Group has demonstrated their enthusiasm and financial support for the project.
  
• The entire staff of our school has been supportive. Superintendent, principals, teachers, custodians, secretaries, and bus drivers have visited, offered advice and concern.
  
• Members of the community have donated food and supplies for the project.
  
• Professors and staff at the Marine Biology Lab in Richard Stockton College have exchanged email with students and allowed students to visit to participate in research activities.