1

 National Oceanic and Atmospheric Administration www.noaa.gov 

Module 4: Environmental Research and

Stewardship Action

Summary

Module 4, Environmental Research and Stewardship Action, is the culmination

of the first three modules of this Unit. Research skills developed throughout the

Unit will be applied by students to investigate an environmental issue of their

choosing. Additional skills including, developing survey instruments to gather

social data, recognizing types of environmental action, and developing action

plans are presented. Students present their findingsto their peers, families, and

the community, and are encouraged to carry out their action plans.

Background

In Module 1, A Historical Perspective of Oyster-Related Environmental Issues –

The Oyster Wars of Chesapeake Bay, students analyzed articles, multimedia, and

other resources to (1) identify environmental events, problems, and issues; and

(2) determine stakeholders’ beliefs and values associated with oyster-related

issues. By teaching them how to investigate allsides of an issue, students were

given an in-depth picture of why complex environmental issues can be difficult to

resolve.

K-12 Oysters in the Chesapeake Bay

Module 4

Grade Level: High School

Teaching Time:

The length of this module is 

left to the discretion of the 

teacher. Since the module is 

learner-centered, student 

research can take part in the 

classroom, and/or as an outof-class assignment; 

therefore, the time given for 

the student to complete 

their research project could 

be condensed into a number 

of weeks, or spread across 

the semester with defined 

due-dates for the various 

research project 

components.

Materials:

 Colored markers

 Flip chart paper on which a 

number of students have 

room to write

 Resources and reference 

from Modules 1-3, as 

needed.

Teacher Note:

See Resources section for more 

detailed list of readings, Web 

links, and other activity 

resources, that are provided 

for this Module.
2

 National Oceanic and Atmospheric Administration www.noaa.gov 

In Module 2, Investigating Sustainable Resource Management Using the Fish Banks

Simulation, students participated in a role playing computersimulation modeling the fishing

industry. The simulation represented a snapshot of how a common use resource area 

available to all individuals can be adversely affected when the collective impacts of all users

are added together (refer to The Tragedy of the Commons, Hardin, 1968). Not all economic

or ecological variables were addressed in the model, but it provided a simulated experience

demonstrating the complexity and overlap of ecological and human systems.

Depending on the simulation method that was used (either the online version or the game

kit), the model may have reflected fisheries in coastal New England or in the world’s oceans.

We adapted the Debriefing to locally relevant fish species in the Chesapeake Bay by

providing additional resources to the debriefing slide presentation. Chesapeake Bay fisheries

data connected the real world scenarios of declining oyster populations and other 

economically important species to the FishBanks simulation.

In Module 3, Evaluating Habitat Requirements for the Eastern Oyster,students evaluated

the biotic and abiotic requirements necessary for oysters to thrive and reproduce. This

included reading a scientific paper describing essential water quality parameters, and using

maps of a Chesapeake Bay tributary where areas were delineated for the following oyster

habitat characteristics:

 Salinity (bottom and surface)

 Dissolved oxygen (bottom and surface)

 Water depth

 Structural habitat (soft or hard bottom)

 Live oyster density

 Current natural oyster bars, historic oyster bars, and current oyster

sanctuary boundaries

From their research, students determined the best sites for placing oysters, just as scientists

would use this data to inform management. Further, students also analyzed the Harris Creek

public hearing transcripts about proposed sanctuaries to identify the beliefs and values of

the stakeholders, and their stand on the issue.

In Module 4, Environmental Research and Stewardship Action,students will choose an

environmental issue they wish to investigate. They will have reviewed many resources thus far,

including scientific papers, historical accounts, newspaper articles, internet resources, media, and

public hearing transcripts related to oysters in Chesapeake Bay. Using these types ofsecondary

resources,students will begin to research background information about an environmental topic

that intereststhem.

After completing sufficient background research,students will choose an environmental issue

they would like to study, and develop research questions surrounding the chosen issue. Using

their existing background knowledge, students will develop data instruments that collect
National Oceanic and Atmospheric Administration www.noaa.gov 3

information about aspects of both science and society’s knowledge and opinions about the 

issue.

Students will also learn about types of action that can be employed to resolve the environmental

issue they have investigated, make recommendations based on the data they have collected,

and develop an action plan.

Their final project includes a report, and presentation, and if students so choose, they may carry

out the action plan that they created. Remember, this is student directed – it is their choice as to

whether they want to take action.

KEY WORDS

Bias – a one-sided viewpoint; lacking a neutral viewpoint; prejudice in favor of or against one 

thing, person, or group compared with another. 

Conclusion – in science, an expression or statement of the end result; the final result as shown

by the data; the outcome or observation.

Inference – a possible explanation of the data; an implication, assumption, or judgment made

from data (or from conclusions); the explanation for the observation. 

Hypothesis – a proposed explanation for a phenomenon.

Interview – a method of verbal communication to acquire specific information from someone 

knowledgeable about a specific topic. The data collected may include information about a 

person’s personal knowledge, experiences, or attitudes.

Opinionnaire – a questionnaire about a particular topic, designed to evoke viewpoints and 

“measure” opinions, beliefs, or attitudes of human beings about that topic.*

Physical survey – an investigation used to acquire detailed information about something. This 

could include the study of existing environmental conditions of an area (e.g., the biodiversity of 

plants in a select area, or the levels of dissolved oxygen in a specific body of water at the same 

specific time and place each day). It could also include collecting information to determine the 

exact number of things that exist or occur in a given area (e.g., the number of people who car 

pool to work, or the number of classrooms that recycle paper at your school).

Population – the total group of people who are associated with what you are investigating.

Questionnaire – a written research instrument that includes a series of questions about a

particular subject designed to gather specific factual information from respondents.*

Random sampling – a subset of a statistical (human) population in which all viewpoints have an

equal chance of being represented. 

Recommendation – a sample made up of people that the researcher can easily contact.

Sample – the smaller number of individuals, or subset,selected using a defined procedure to

represent the overall population. 

Sample of convenience – a sample or subset of a population made up of people that are easy and 

convenient for the researcher to contact, such as all of the students in a classroom.
National Oceanic and Atmospheric Administration www.noaa.gov 4

Systematic sampling – a way of sampling using a system or procedure where individuals do not

have an equal chance of being selected.

*Opinionnaires and Questionnaires can be combined into one survey instrument, gathering 

information about what people know, as well as their opinions and attitudes about a topic.

Vocabulary Sources

Business Dictionary, http://www.businessdictionary.com

Explorable.com, https://explorable.com/simple-random-sampling

Hungerford, H.R., Volk, T.L., Ramsey, John M., Litherland, Ralph A., & Peyton, R. Ben. (2003).

Investigating and Evaluating Environmental Issues and Actions: Skill Development Program.

Stipes Publishing, L.L.C., Champaign, IL.

NOAA National Marine Sanctuaries, http://sanctuaries.noaa.gov/education/evaluation/glossary.html

Research Connections, http://www.researchconnections.org/childcare/research-glossary

Science Dictionary, https://www.thesciencedictionary.com

Shuswap Watershed Project Teacher’s Handbook

http://shuswapwatershed.ca/pdf/Education_Handbook.pdf

LearningObjectives

 Students will identify and investigate a current environmental issue.

 Students will evaluate the environmental events, problems, and issues, and identify the

knowledge, beliefs, and values of stakeholders involved with the issue;

 Students will develop research questions and design research instruments to collect data.

 Students will collect and analyze data, and develop charts, graphs, concept maps, etc. to

communicate their findings.

 Students will write a report and present their research to peers,school administrators,

parents, and/or the community.

 Students will develop solutions, create an action plan, and carry out an action plan to

mediate orsolve the environmental issue they researched.

GuidingQuestions

 How do we thoroughly and effectively evaluate environmental issues when there is

conflict regarding how to solve an environmental problem?

 How do we evaluate possible solutions to resolve or mediate environmental problems?

 What of environmental action exist, and which ones are most

appropriate for individual environmental problems?
National Oceanic and Atmospheric Administration www.noaa.gov 5

ACTIVITY I: Identifying Current Environmental Issues

ENGAGEMENT

Students will identify current environmental issues on a local, national, and global scale.

1. Ask your students to identify and read about current local, national, and global

environmental issues in the news. This will expose them to other environmental issues, not 

just oysters in Chesapeake Bay. The assignment can be accomplished in class, or as a

homework assignment. Sources of information can come from online websites, newspapers,

or other media resources. They should identify one issue for each geographic scale.

2. As a class, ask studentsto share what they discovered:

 Provide paper (flip chart) labeled for local, national, or global issues.

 Give each student a marker, and ask them to write on the paper under the proper

heading the issues that they found.

 Ask them if they can identify similarities or differences among the different locations. If

they have brought in printed materials (copy of an article from a newspaper or internet

resource), they may attach it to the wall under one of the geographic categories.

 Choose a few of the issues, and ask students to briefly identify the stakeholders and

their associated values.

 Were there any reasonable recommendations made in the articles that were agreeable

to the stakeholders, and was action taken to resolve the issue?

 Give students time throughout the week, or other specific time frame to collect

information about local, national, and global issues. They may continue to bring in

Local

Issues

Should nutria be

eradicated in

Dorchester County

MD marshes?

Should the city of

Chestertown, MD

ban plastic grocery

bags?

National

Issues

Should the U.S.

allow the Keystone

Pipeline to be built

across the country?

Should the EPA

ban pesticides in

the U.S. known to

kill bees?

Global

Issues

Should developed

countries, such as

the U.S. and 

Great Britain, 

help pay for

renewable

resource energy

technology in

developing

countries?

PROCEDURE
National Oceanic and Atmospheric Administration www.noaa.gov 6

articles to share. Tell students that they should begin thinking about local environmental

topics that they are interested in, because they will be doing their own issue

investigation.

ACTIVITY II: Choosing an Environmental Issue to Investigate

EXPLORATION

Students will choose an environmental issue to investigate, in-depth, on a topic of interest.

Students may work individually, with a partner, or as a small group.

Teacher Note: If a student is not interested in oysters, but in rather in some other locally

relevant environmental topic, allow them to research the topic of their choice. This should be a

student-driven research project.

1. Students will identify a topic that they are personally interested in and would like to learn 

more about.

2. Using both primary scientific resources and secondary sources of information, students will

perform background research on their topic, and identify an environmental issue that they

would like to investigate related to the topic. They will submit the issue they wish to

investigate to their teacher for approval.

Instruct yourstudents that secondary resourcesshould be evaluated for reliability.

Primary scientific sources, include peer reviewed journal articles, and reports from resource

agencies, such as NOAA, MD Department of Natural Resources, or the U.S. Fish and Wildlife

Service, Maryland Sea Grant, Chesapeake Bay Program, among others.

Teacher Note: See A Research Guide for Students and Teachers, Developing an Effective Search

Strategy, pp. 9-11, 

http://www.esf.edu/outreach/k12/documents/pagesfromresearchguide_nsfgk122.pdf

3. From their background research, and applying the skills they learned in previous Modules,

the students will:

 Identify the event and problem(s) associated with the environmental topic they have

chosen; then choose an issue associated with problems to research. See example in 

Appendix A – Teacher Pages.

ASSESSMENT: Students develop a concept map that identifies events, problems, and

issues around their topic of interest, and possible research questions they would like to

answer.
National Oceanic and Atmospheric Administration www.noaa.gov 7

ACTIVITY III: Identifying Stakeholders, Beliefs, and Values

EXPLANATION

Again,students should analyze resources to:

 Determine the stakeholders involved in the issue.

 Identify the beliefs and values of the stakeholders, and the stand they take on the issue

using research papers, news articles, or other multimedia sources, and feedback from 

experts that they may have contacted.

ASSESSMENT: Students complete a Players, Beliefs, and Values Chart for at least one issue

related to their topic using an article or other media resource. (A copy of the chart can be found

in Appendix D of Module 1).

ACTIVITY IV: Developing Research Questions and Data Collection Instruments

EXPLORATION

Students will develop research questions, and design research instruments to collect data 

about the issue they are investigating.

1. Develop research questions using the Rules for Writing Research Questions for Environmental

Issue Investigations and Associated Variables in Appendix C from Module 1. The type of 

issue students investigate will guide the design of their research instrument, whether they 

are collecting physical observable data related to the environment, or social data targeting 

stakeholder knowledge, beliefs, and values.

2. Consider both the environmental and social contexts of the issue when developing

questions. Remind yourstudents that environmental issues involve humans. Evaluating

issues includes collecting information about socialsystems, as well as environmental

systems (See Variables in Module 1 – Appendix C), and is key to thoroughly analyzing 

environmental issues!

ASSESSMENT: Students will develop at least three research questions they would like answered

regarding the issue they have chosen to investigate, and submit these questions to their teacher

for approval.
National Oceanic and Atmospheric Administration www.noaa.gov 8

Developing Data Collection Instruments

 Physical Field Survey – used to collect observable data in a specific area (e.g., water

quality, habitat delineation, weather data, etc.)

 Questionnaire – Used to collect information about what people know, what they do.

 Opinionnaire – used to collect information about what people think. This may include

information about opinions, beliefs, and attitudes about a specific topic.

 Combination instrument – Combination Questionnaire-Opinionnaire

 Interview questions – the person being interviewed should be knowledgeable about the

topic, and include stakeholders who hold differing positions about the environmental

issue that the student is researching.

(See Hungerford, et al, 2003, pp 97-112)

Other Collection Instrument Resources:

 A Research Guide for Students and Teachers, Sampling Design, pp. 19-26; How to Design

a Questionnaire, pp. 27-32

http://www.esf.edu/outreach/k12/documents/pagesfromresearchguide_nsfgk12-2.pdf

 Shuswap Watershed Project Teacher’s Handbook, (February 2011), Version 2.1. 

http://shuswapwatershed.ca/pdf/Education_Handbook.pdf

Resources Related to Bias:

Examples of students’ biased questions can be found here: 

http://www.calvin.edu/~rpruim/courses/libarts-stats/I00/overheads/biased.shtml

This video reviews biased questions:

http://www.icoachmath.com/math_dictionary/biased_question.html

Additional Bias and Survey Instrument resources can be found in the References and Resources

section of this Module.

Teacher Note: It is very important that the teacher review the students’ data instrument before

sharing them with the public to make certain that their statements or questions are not biased.

(Perhapsstudents from different research groups could perform a peer review of data

instruments as well). It is possible to alienate survey participants resulting in them refusing to

answer the questions. Remember, you will be asking a sample population questions to:

 Determine what people know (or think they know) about a problem or issue.

 Determine public opinion about the problem or issue.

Know your audience and be able to identify your own personal biases!
National Oceanic and Atmospheric Administration www.noaa.gov 9

ACTIVITY V: Collecting and Analyzing the Data

EXPLORATION/ EXPLANATION

1. Students will collect data using the research instruments they designed in Activity IV. This 

process could take any number of forms – field work, opinionnaires, questionnaires, and 

interviews. Remember to collect data on both environmental and social systems, if appropriate.

2. Organize and interpret data, developing graphs or other visualization. Develop conclusions 

and inferences for each research question.

ACTIVITY VI: Developing Action Plans

ELABORATION

Students will develop solutions, create an action plan, and carry out an action plan to mediate

orsolve the environmental issue they researched.

Actions could include:

 Persuasion – convincing others that a certain action is desirable (e.g., letter writing,

public service announcements, editorials, etc.)

 Consumer action – economic pressure aimed at changing the behaviors of business or

industry (e.g., refusing to purchase items because of packaging, the method of

harvesting, or treatment of workers; or only purchasing items that are labeled “energy

efficient,” GMO-free, etc.)

 Political action – persuasion aimed at elected officials or governmental agencies (e.g.,

picketing, rallies, signing a petition)

 Ecomanagement –physical actions focused on improving the status of an issue or

problem (e.g., planting trees for erosion control, building bird nest boxes, or home or 

energy water conservation projects)

 Legal action – action aimed at law enforcement or legal restraint (e.g., voting,

campaigning, lobbying)

Vocabulary Sources

Investigating and Evaluating Environmental Issues and Actions, Hungerford and Volk, See pages 

159 – 195 in Hungerford & Volk, 2003.

Shuswap Watershed Project Teacher’s Handbook, (February 2011), Version 2.1, p. 23. 

http://shuswapwatershed.ca/pdf/Education_Handbook.pdf
National Oceanic and Atmospheric Administration www.noaa.gov 10

Types and Benefits of Environmental Action

Type of Environmental Action Ease of Evaluating Benefits to the Environment

Persuasion: educating or lobbying other

members of the public.

Benefits may never be demonstrable, and/or may not 

exist. The possibility exists that this persuasion may

not in fact change anyone’s behavior.

Consumerism: either changing one’s own

consumer habits or encouraging others to do 

so.

Several measurement instruments can be used to

identify changes in consumerism, and resources

documenting the relationship between consumer

habits and environmental impact are readily

available*

Political Action: action that is aimed at

influencing a decision-maker.

Decision-makers may never respond to pressure – or 

a pro-environmental decision they make may be due

to other factors. Interviews of decision-makers can be

helpful in determining this.

Ecomanagement: action to restore, remediate,

or improve a natural area.

This is easily documented and measured using a

“before and after” scenario. Funders who emphasize

easy accountability, such as EcoAction, place high 

emphasis on activities of this sort.

Legal Action: action taken through legal

avenues.

Action of this sort can be easily documented, through 

such things as judicial decisions.

Types and Benefits of Environmental Action

From Shuswap Watershed Project Teacher’s Handbook, (February 2011), Version 2.1, p. 23. 

http://shuswapwatershed.ca/pdf/Education_Handbook.pdf

Action Projects

 Types and Benefits of Environmental Action, pp. 22-23

 Criteria for Action Projects in Environmental Education, pp. 23-24

Criteria for Action Projects can be found on pp 24-25. Quick References for 

Environmental Action
National Oceanic and Atmospheric Administration www.noaa.gov 11

A Teacher’s Guide to Community Environmental Action

http://www.abcee.org/cms/wp-content/uploads/2010/10/Teacher-Action-Guide.pdf

Guidelines for Developing an Action Plan

Eco-Schools (Great Britain)

http://www.eco-schools.org.uk/gettingstarted/actionplan

National Wildlife Foundation – Steps for Developing an Action Plan, Step 3 - Eco-Action

https://www.nwf.org/Eco-Schools-USA/Become-an-Eco-School/Steps/Eco-Action-Plan.aspx

Green Schools Alliance Action Plan 

http://www.greenschoolsalliance.org/students/congress/sc3-commitment

A Research Guide for Students and Teachers, p. 6

http://www.esf.edu/outreach/k12/documents/pagesfromresearchguide_nsfgk12-2.pdf

Examples of Student Projects

A Research Guide for Students and Teachers, p. 7-8

http://www.esf.edu/outreach/k12/documents/pagesfromresearchguide_nsfgk12-2.pdf
National Oceanic and Atmospheric Administration www.noaa.gov 12

TYPES OF ENVIRONMENTAL ACTION

Students should work in small groups. Consider the following environmental topics related to 

exotic invasive species in the Chesapeake Bay watershed. Choose one species, read through the 

resource(s) listed below.

Answer the following questions:

1. When did the species arrive here?

2. How did it get here?

3. What are its negative characteristics that make it invasive?

4. What type of environmental action has been taken, if any, to address the issue?

5. Using the remaining list of environmental actions, recommend an action for each 

category, if applicable. (e.g., If only Ecomanagement strategies have been implemented 

for a species, how might Persuasion, Consumerism, Political Action, or Legal Action

strategies apply?)

Maryland Invasive and Exotic Species

http://dnr2.maryland.gov/Invasives/Pages/default.aspx

Mute Swans

http://dnr2.maryland.gov/wildlife/Pages/plants_wildlife/Invasives/inv_MuteSwan.aspx

Northern Snakehead

http://dnr2.maryland.gov/fisheries/Pages/snakehead.aspx

http://dnr2.maryland.gov/fisheries/Documents/Write-up_NSH.pdf

Blue and Flathead Catfish

http://dnr2.maryland.gov/fisheries/Documents/Invasive_Catfish_%20Fact_Sheet.pdf

Chinese Mitten Crabs

http://dnr2.maryland.gov/Invasives/Documents/mittencrab09.pdf

Purple Loosestrife

http://www.dnr.maryland.gov/wildlife/Plants_Wildlife/PurpleLoosestrife/index.asp

Didymo

http://dnr2.maryland.gov/Invasives/Documents/Didymo_EPA_Fact_Sheet.pdf

Water Chestnut

http://www.dnr.maryland.gov/bay/sav/water_chestnut.asp

Wavyleaf Basketgrass

http://www.dnr.maryland.gov/wildlife/Plants_Wildlife/WLBG/index.asp
National Oceanic and Atmospheric Administration www.noaa.gov 13

ACTIVITY VI: Final Report and Presentation

EVALUATION

Students will write a report and present their research to peers, school administrators, parents,

and/or the community.

Report and Presentation Outlines – Teachers can modify this any way they want. The written

report and presentation should include the following:

 Title

 Background information

 Identify the Event, Problem, Issue – You may Develop a Concept Map with Event(s),

Problem(s), and Issue(s) showing cause and effect.

 Research Questions

 Identify the Stakeholders. Note: Remember, do not make assumptions about what a

group knows or believes. Individuals within that stakeholder group may hold different 

beliefs altogether from another group member.

 Develop conclusions and inferences for each data set

 Include the Survey Instrument(s) that you used to collect data

 Solutions/Recommendations

 Action Plan

 References

 Acknowledgements

ACTIVITY VII: Conversation Mapping and the Eastern Oyster

EXTENSION

Background

Students have reviewed a lot of background material to learn about the Eastern oyster in 

Chesapeake Bay. Using the research and evaluation skills they have gained from the first three 

Modules, students will create a Conversation Map that provides a voice for them to make 

comments, express thoughts and ideas, ask questions, and voice opinions regarding a particular 

“trigger.”
National Oceanic and Atmospheric Administration www.noaa.gov 14

Conversation mapping is an efficient way of collecting a large amount of data 

from a diverse group of experts and/or stakeholders in a short period of time. It is 

one of the core activities of the Systems Thinking tool-set. Philip Wallis – Blog –

Conversation Mapping (See link below)

The trigger could be Oysters in the Chesapeake Bay, or you could be more specific with 

Oyster Sanctuaries in Harris Creek. Feel free to use any trigger that will get your students 

involved in the conversation. If there is another environmental issue that your class is 

interested in, you may choose to use that issue for the Conversation Trigger. 

Teacher Note: Below are links to some very good resources that provide the steps for 

developing a Conversation Map. Watch the YouTube video and refer to the other 

websites to get a feel for the activity before giving your students the assignment:

 https://www.youtube.com/watch?v=2npgMBm_HiU

 http://old.cognitive-edge.com/wp-content/uploads/2005/06/29-ConversationMapping-BMcK-0605.pdf

 Philip Wallis – Blog – Conversation Mapping

https://philipwallis.wordpress.com/2012/02/14/conversation-mapping/

1. Introducing the Technique

You will need to introduce conversation mapping to your students by showing them

how the conversation map progresses from a central trigger topic to a range of 

conversational strands, as shown. 

During this exercise there is NO TALKING – WRITING Only! 

The map may look something like this:
National Oceanic and Atmospheric Administration www.noaa.gov 15

2. Developing the Conversation

Divide the students into groups of approximately 10 – 15 each. Groups should begin by 

writing down the ‘conversation trigger’ in a circle in the middle of the paper. Conversations 

should start branching off from the trigger question. You can either use the same 

conversation trigger for each table, or assign different triggers to each table to maximize 

responses. 

Ask students to a build concept map related to the sanctuaries issue in Harris Creek (or 

another issue of their choosing), and begin developing a conversation by adding their 

thoughts associated with the issue. Thoughts, ideas, opinions, questions, and reasons why 

students are concerned about the topic should be written and circled. If a student thinks of 

a comment, question, etc., about the comment another student made, they should draw a 

line, write their comment, and circle or draw a box around it, and so on, until they have run 

out of things to say. 

Allow students to work 20 minutes on their Conversation Map, switch to review what the 

other group has written, and then allow them to continue writing on the other group’s 

Conversation Map.

3. Using a Concept Mapping Tool to Outline the Conversation

From the Conversation Map, transcribe the information using a mapping tool, such as 

Insight Maker, that provides an outline of the conversation.

Teacher Note: A number of Concept Mapping Tools can be found at NspiredD

2

https://ltlatnd.wordpress.com/2011/05/11/ten-popular-concept-mapping-tools/

Provide each student with a copy of the Map and the Outline. This can be either a hard

copy, or if students have computers, they can add more information as the activity 

continues.

4. Identifying emergent themes

Once the conversation has ended, and the conversation has been mapped by a tool of your 

choosing, ask your students to identify “emergent themes” that show up as ideas appearing 

in more than one part of the conversation(s), and that connect conversational strands 

together. Emergent themes could include: 

 Opportunities

 Needs

 Threats

 Strengths

 Weaknesses
National Oceanic and Atmospheric Administration www.noaa.gov 16

 

Here is an example of an actual Conversation Map:

Source: https://philipwallis.wordpress.com/2012/02/14/conversation-mapping/

Sources for this activity ask you to label the emerging themes using one color post-it for 

issues and another for opportunities. It is best to write these concisely with a marker or pen. 

5. Ask your students the following questions:

 Identify the key issues that people/community are most concerned about. Solutions 

may appear based on these themes. 

 Ask students to identify the solutions that come up in the emergent themes. 

 Consider the beliefs and values of others as you evaluate the responses that are 

shared. The beliefs and values of those involved with the issue, reveal many different 

ideas formulated about the topic (trigger). 

 Ask students to label who they think the various statements in the conversation map 

could represent. 

 Who are the stakeholders? Some of this information may have come from prior 

knowledge gained during the earlier Modules in this Unit. Perhaps you could have the 

students role-play during this exercise using some of the belief statements used from 

earlier lessons.

 Identify the value descriptors for each comment.

 Provide each student with the Conversation Map and the Outline with whatever 

mapping software you used.

 Ask students to discuss how this process could be used to identify stakeholders, beliefs, 

and values.
National Oceanic and Atmospheric Administration www.noaa.gov 17

EDUCATION STANDARDS 

Next Generation Science Standards How is Standard Addressed

NGSS Core

Disciplinary

Idea(s)

DCIs may or may not be identified at this

level, depending on what the student

chooses to investigate. Possible DCIs

include:

HS-LS2.C: Ecosystem Dynamics, Functioning,

and Resilience

If a biological or physical disturbance to an

ecosystem occurs, including one induced by

human activity, the ecosystem may return to its

more or less originalstate, or become a very

different ecosystem, depending on the complex 

set of interactions within the ecosystem.

How Standard is Addressed

HS-LS2.C:

Depending on the type of

environmental issue that

students evaluate, they often

research the effects of human

activity on ecosystem

functioning.

HS-LS4.D: Biodiversity and Humans 

Humans depend on the living world for the

resources and other benefits provided by

biodiversity. But human activity is also having

adverse impacts on biodiversity through

overpopulation, overexploitation,

habitat destruction, pollution, introduction of

invasive species, and climate change. Thus

sustaining biodiversity so that ecosystem

functioning and productivity are maintained is

essential to supporting and enhancing life on

Earth. (secondary to HS-LS2-7), (HS-LS4-6) ETS.1

Developing Possible Solutions

HS-LS4.D: Students may

evaluate human effects on

biodiversity as it pertains to a

local environmental issue – if

appropriate.
National Oceanic and Atmospheric Administration www.noaa.gov 18

NGSS 

Science/

Engineering

Practice(s)

Engaging in Argument from Evidence Engaging

in argument from evidence in 9–12 builds on K–

8 experiences and progresses to using

appropriate and sufficient evidence and

scientific reasoning to defend and critique 

claims and explanations about the natural and

designed world(s). Arguments may also come

from current scientific or historical episodes in

science.

- Compare, integrate, and evaluate sources of

information presented in different media

formats, as well as in words in order to address a

scientific question or solve a problem.

- Gather, read, and evaluate scientific and/or

technical information from multiple

authoritative sources, assessing the evidence

and usefulness of each source.

Engaging in Argument from

Evidence

Students collect data about an

environmental issue with which

they are interested, and must

evaluate the following:

 Secondary sources of

information; they should be

able to recognize bias in a

source.

 Primary sources of

information, including the

data they have collected from

their research

Students will develop research

questions, collect data, and use

both primary data and

secondary data to defend an

argument by making

recommendations to solve an

environmental problem.

NGSS CrossCutting

Concept(s)

Cause and Effect

Students suggest cause and effect relationships

to explain and predict behaviors in complex

natural and designed systems.

Cause and Effect

Students consider how possible

solutions to the issue they are

researching could be

implemented to addressthe

environmentalsolution.
National Oceanic and Atmospheric Administration www.noaa.gov 19

Ties to Common

Core

ELA/Literacy

• Research to Build and Present Knowledge.

Common Core 9-10 and 11-12) Writing/ History 

and Social Studies

• Integration of Knowledge and Ideas.

Common Core (9-10 and 11-12) Reading/

History and Social Studies

RST.11-12.7: Integrate and evaluate multiple

sources of information presented in diverse

formats and media (e.g., quantitative data,

video, multimedia) in order to address a

question or solve a problem. (HS-LS2-7)

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

RST.11-12.7: Students will

investigate a local

environmental issue, write a

report and present their

findings to their peers,school,

and the local community.

MP.2 & MP.4: Students

analyze data to make a claim

supported by evidence.

Ties to MD

Environmental

Literacy

Standards

Standard 1.0: Environmental Issues

Topic A: Environmental Issue Investigation

Indicator 1: Identify an environmental issue.

• The student will recognize that real problems

have more than one solution and decisions to

accept one solution over another are made on

the basis of many issues.

SCI CLG 1.1.1

• The student will investigate a biological (or

environmental) issue and be able to defend

their position. SCI CLG 3.6.2

• Identify an environmental issue and

formulate related research questions. SCI 

CLG 6.4.1

Indicator 2. Develop and write research

questionsrelated to an environmental issue.

• Identify an environmental issue and

formulate related research questions. SCI 

CLG 6.4.1

Indicator 3. Given a specific issue,

communicate the issue, the stakeholders

involved, and the stakeholders’ beliefs and

values.

Topic A, Environmental Issue

Investigation

Indicators 1-5:

By evaluating all sides of an

issue, based on stakeholders’

beliefs and values,students

may find that there is more

than one acceptable solution to

the problem. They develop

research questions, design and

conduct the research, analyze

and interpret data, and

develop conclusions from their

research.
National Oceanic and Atmospheric Administration www.noaa.gov 20

Ties to MD

Environmental

Literacy Standards

Indicator 4. Design and conduct the research.

• The student willselect appropriate

instruments and materials to conduct an

investigation. SCI CLG 1.2.5

• The student will identify appropriate

methods for conducting an investigation

(independent and dependent variables,

proper controls, repeat trials, appropriate

sample size, etc.). SCI CLG 1.2.6

• Design and conduct the research.

SCI CLG 6.4.2

Indicator 5. Use data and references to

interpret findings to form conclusions.

• The student will recognize data that are

biased. SCI CLG 1.1.4

• The student will organize data

appropriately using techniques such as

tables, graphs, and webs. SCI CLG 1.4.1

• The student will analyze data to make

predictions, decisions, or draw conclusions.

SCI CLG 1.4.2

• Interpret the findings to draw conclusions

and make recommendations to help resolve

the issue. SCI CLG 6.4.3

Topic B: Action Component

Indicator 1. Use recommendation(s) to

develop and implement an environmental

action plan.

• Apply the conclusions to develop and

implement an action project. SCI CLG 6.4.4

• Text Types and Purposes. Common Core (9-

10 and 11-12) Writing/History and Social

Studies

Indicator 2. Communicate, evaluate and

justify personal views on environmental

issues and alternate ways to address them.

• The student will recognize that real

problems have more than one solution and

decisions to accept one solution over another

are made on the basis of many issues.

Topic B: Action Component

Indicator 1.

Based on research conclusions,

students develop

recommendations and create an

action plan.

Indicator 2.

Students justify their argument on

how they stand on the issue they

investigated, and the

recommendations to solve the

problem. They must also evaluate

whether their proposed action is

reasonable: Can they complete

the action, and will it improve
National Oceanic and Atmospheric Administration www.noaa.gov 21

SCI CLG 1.1.1

• The student will communicate conclusions

derived through a synthesis of ideas.

SCI CLG 1.5.9

• Analyze the effectiveness of the action

project in terms of achieving the desired

outcomes. SCI CLG 6.4.5

• Text Types and Purposes. Common Core (9-

10 and 11-12) Writing/History and Social

Studies

or resolve the problem?

Standard 7: Environment & Society

The student will analyze how the interactions

of experience, learning, and culture influence

social decisions and social change.

Standard 7: Environment &

Society

To thoroughly investigate an

environmental issue, students

evaluate ALL sides of the issue,

which includes analysis of

stakeholders’ beliefs and

values.

Ties to MD State

STEM Standards

of Practice (Draft)

5. Engage in Logical Reasoning

A. Engage in critical thinking.

Engage in critical thinking.

Students evaluate scientific

data, make conclusions and

inferences,make

recommendations, and revise

recommendations based on

new information.

Ties to C3

Framework for

Social Studies

Dimension 3: Evaluating Sources and

Gathering Evidence

Dimension 4: Communicating Conclusions

and Taking Informed Action

Dimension 3: Students collect

data from primary and

secondary sources. Primary

sources may include social or

physicalsurvey data.

Dimension 4: Students

communicate their research

findings, including critiquing

their peers’ projects. From

their research they suggest

recommendationsforsolving

the environmental problems,

develop an action plan, and

choose whether they will take

action.
National Oceanic and Atmospheric Administration www.noaa.gov 22

MODULE REFERENCES

Hungerford, H.R., Volk, T.L., Ramsey, John M., Litherland, Ralph A., & Peyton, R. Ben. (2003).

Investigating and Evaluating Environmental Issues and Actions: Skill Development Program.

Stipes Publishing, L.L.C., Champaign, IL.

Kirk, Karin. Experience-Based Environmental Projects. Montana State University

http://serc.carleton.edu/introgeo/enviroprojects/index.html

McKenzie, Bruce. (June 29, 2005). Conversation Mapping. Systems Development Institute, 

Vincentia, Australia. Retrieved from Creative Commons at http://old.cognitive-edge.com/wpcontent/uploads/2005/06/29-Conversation-Mapping-BMcK-0605.pdf

No Author. (February 2011). Shuswap Watershed Project Teacher’s Handbook, Version 2.1. 

Retrieved from, http://shuswapwatershed.ca/pdf/Education_Handbook.pdf.

Stewart, Anna M., et al. (2009). A Research Guide for Students and Teachers. The Research

Foundation of the State University of New York, College of Environmental Science and Forestry.

Syracuse, NY. Retrieved April 1, 2016 from

http://www.esf.edu/outreach/k12/documents/pagesfromresearchguide_nsfgk12-2.pdf

sdief1. (February 25, 2013) Conversation Mapping. YouTube. Retrieved from

https://www.youtube.com/watch?v=2npgMBm_HiU

Wallis, Philip (February 14, 2012). Philip Wallis – Blog – Conversation Mapping. Retrieved from 

https://philipwallis.wordpress.com/2012/02/14/conversation-mapping/

OTHER RESOURCES

Survey Instruments

Survey Questions 101: Do you make any of these 7 question writing mistakes?

http://www.qualtrics.com/blog/writing-survey-questions/

Common Sense Tips for Creating Surveys That Work http://www.qualtrics.com/blog/creatingsurveys/

Examples of Bad Questions & Suggestions of How to Fix Them!

http://people.wku.edu/holli.drummond/first%20page/classes/strategies%20of%20socia 

l%20research/example%20of%20bad%20survey%20questions.pdf

Catalog of Biases in Questionnaires (Health related, but rules could apply to any questionnaire)

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1323316/
National Oceanic and Atmospheric Administration www.noaa.gov 23

Creating Good Interview and Survey Questions

https://owl.english.purdue.edu/owl/resource/559/06/

Common Survey Question Mistakes That’ll Ruin Your Data

https://www.surveymonkey.com/blog/2015/02/11/5-common-survey-mistakes-ruin-your-data/

Opinionnaire

https://reischlenglish.files.wordpress.com/2012/10/opinionnaire.pdf

Measuring Attitudes Using the Likert Scale

http://www.simplypsychology.org/likert-scale.html

The Likert Scale Explained

https://www.surveymonkey.com/mp/likert-scale/

Likert Scale – Changing Minds

http://changingminds.org/explanations/research/measurement/likert_scale.htm

What are Likert-Type Scale Responses, When to Use Them, and Examples

https://www.surveylegend.com/likert-type-scale-responses-examples-with-examples/

Types of Surveys http://www.socialresearchmethods.net/kb/survtype.php

Surveying Attitudes: Questionnaires vs. Opinionnaires

http://jayalden.com/docs/Surveying_Attitudes.pdf

*Survey Monkey – Environmental Issues Survey Template

https://www.surveymonkey.com/mp/environmental-issues-survey-template/

Survey Monkey – Diet and Exercise Survey Template https://www.surveymonkey.com/mp/dietexercise-survey-template/