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From YouTube: Well Read Collaboration
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A
But
our
first
are
first
with
our
high
school
students
that
we
have
that
have
been
doing
some
projects
in
their
classroom
and
then
have
brought
it
to
the
library
to
share
with
our
people
in
our
community.
So
with
us
today,
I
have
the
folks,
the
teachers
at
the
high
school
that
are
the
ones
that
are
in
charge
of
these
programs
and
have
put
our
our
high
school
students
in
charge
of
their
own
project
and
showcasing
it
here
in
the
community.
So,
let's
find
out
who
these
guys
are
so
we'll
start
down
here
Ron.
B
A
Right
so
now,
sometimes
when
we
talk
about
science,
people
kind
of
get
a
little
shy,
I
mean
what
comes
to
my
mind
when
you
said
chemistry
is
my
Iowa
State
chemistry
that
kind
of
scared,
the
heck
out
of
me.
But
what
I
have
seen?
What
the
three
of
you
have
all
done
is
made
science
a
lot
more
fun
than
I.
B
Start
out
with
just
some
basic
underlying
philosophy
and
we're
very
interested
in
exposing
students
to
authentic
projects,
so
there's
a
real
need
to
address
pollinators.
So
that's
one
of
the
reasons
that
we've
gone
down
this
pathway
and
we
also
want
students
to
do
a
variety
of
types
of
investigations
and
networking
in
the
community
and
Mike.
You
might
have
some
examples
of
of
that
type
of
networking
and
the
overall
scope
of
the
project.
Yeah.
C
So
we're
trying
to
get
them
to
just
to
really
learn
something
really
take
something
with
them.
You
know
there's
a
lot
of
studies
out
there
that
show
that
you
know
if
all
you're
doing
is
rote
sort
of
memorization
learning
that
they're
not
really
picking
it
up.
You
know
there's
this
one
study
came
out
recently
that
they
gave
the
final
exams
to
the
kids
three
months
after
the
course
you
know,
and
the
kids
come
back
in
the
fall
and
the
average
went
from
a
B+
to
an
F
and.
C
Things
is
when
you're
trying
to
do
it
and
realizing
how
complicated
it
is
and
and
so
yeah
you
you,
you
interact
with
the
community
these
professionals,
these
projects
you're
expected
to
to
get
out
and
not
just
do
whatever
you
think,
but
do
what
is
needed
by
the
community.
So
every
project
has
to
be
rooted
in
community.
Need
you
can't
just
say:
I
think
this
needs.
You
know
it
is
needed.
What's
your
basis
for
that,
you
know
you
have
to
actually
go
out
and
touch
base
with
the
people.
C
B
A
B
Our
science
department
is
looking
to
have
students,
take
a
project-based
approach
grade
9
through
12,
so
in
the
sense
of
having
some
of
the
skills
necessary,
they
will
begin
that
process
in
ninth
grade
and
we
also
know
that
they're
getting
it
in
the
lower
grades
as
well
early
in
the
semester.
We
have
two
activities
that
put
students
out
in
nature,
so
we're
lucky
enough
to
have
the
Ames
High
School
poll,
prairie
Preserve
right
behind
us,
so
we
go
out
we'll
sit
quietly
for
about
10
minutes
and
Journal.
What
do
we
see
here?
B
Smell,
etc,
and
we
also
will
go
out
with
our
cell
phones
and
take
pictures
of
insects
that
are
out
on
the
plants.
Students
can
then
download
those
pictures
on
their
school
computers.
We've
also
planned
a
field
trip
each
year
in
coordination
with
Reiman
Gardens
one
of
our
partners,
and
we
get
to
go
out
and
see
what
pollinators
are
visiting
their
gardens
in
early
September
and
then
after
that,
we'll
come
back
to
the
classroom
and
have
discussions
and
Mike.
You
may
want
to
pick
up
on
some
of
those
next
steps
in
the
process.
Yeah.
C
What
are
our
needs?
What
who's
working
with
this
right
now
and
so
a
big
reaching
out
to
two
professionals
in
the
community
to
figure
out?
What
can
we
do?
What
is
there
to
do?
Are
there
things
that
you
wish
you
could
be
doing
right
now,
but
you
don't
have
enough
hands
on
deck?
Could
we
could
we
play
a
role
in
that
somehow
and.
B
Mike,
could
you
just
mention
the
driving
question
because
I
know
that's
pretty
important
in
the
process
too
yeah.
C
So
project-based
learning,
a
lot
of
it,
runs
based
on
a
driving
question
to
keep
the
kids
sort
of
focused
on
on
a
task
ahead.
Our
driving
question
the
last
two
years
has
been:
what
can
we
as
conscious
citizens,
do
to
make
a
positive
impact
on
pollinators
in
our
community,
so
it
puts
some
boundaries
on
projects
and
things
to
try
to
try
to
control
that
scope
a
little
bit.
What.
A
B
Think
for
many
of
them
we've
this
for
generations,
mine
included,
we've
grown
up
in
a
landscape
that
has
been
heavily
changed
from
the
natural
habitat
that
was
there
since
the
receding
of
the
last
glaciers
and
Iowa.
In
particular,
the
landscape
was
heavily
changed
from
1830
to
1900,
from
a
natural,
Prairie
and
savanna
ecosystem
to
culture.
C
Yeah
we've
had
we've
had
this
doctor
Ptolemy
from
out
east,
he
put
together
a
book
bringing
nature
home
and
that
really
we
have
a
couple
copies
of
that.
Then
I
think
the
material
from
that
and
in
a
presentation
that
he
lets
us
use.
Pictures
from
really
I
think
changes
the
way
they
see
their
world.
So
it's
a
lot
about.
C
You
know
it
doesn't
experiments
where
he'll
go
out
to
his
yard
and
walk
around
a
tree
and
count
every
single
caterpillar
he
finds
and
what
species
it
is
and
so
he'll
go
out
and
walk
around
a
ginkgo
in
his
neighbor's
yard
and
the
gingko
has
one
species,
and
only
one
caterpillar,
literally
nothing
living
on
the
tree
itself
and
then
he
goes
to
an
oak
and
he
finds
you
know.
427
caterpillars
of
you
know
27
different
species.
There
is
such
an
estrus
tone,
the
bottom.
C
It's
such
a
massive
difference
in
the
in
the
the
primary
consumer
level.
It's
living
off
of
those
producers,
and
so
his
big
point
is:
what's
what
are
these
birds
eating?
So
he
finds
that
he
had.
Does
these
chickadee
studies
and
looks
at
some
back
of
some
chickadee
studies
and
to
raise
one
clutch
of
chickadees
just
one
nest
of
chickadees
in
one
season
takes
between
six
and
nine
thousand
caterpillars
and
and
if
they
don't
have
those
those
those
chicks
die
and
and
so,
and
so
he
says
you
know.
C
Basically,
if
you
had
a
bunch
of
ginkgos
in
your
yard
and
other
non-native
trees,
they're
not
going
to
live,
and
so,
if
you
have
Oaks
and
maples
and
and
other
sorts
of
in
other
native
trees,
then
they
will
live
and
that's
I
think
shocking
to
the
kids.
What
I
never
realized
that
before
that?
That
was
really
a
part
of
native
plants
versus
non-native
plants
and
so
to
support
these
pollinators.
You
know
we
often
times
hear
pollinator
gardens.
Lowe's
you
go
to
Lowe's
at
a
pollinator
garden.
C
It's
just
all
these
flowers
and,
of
course
the
adults
will
drink
out
of
any
flower,
but
the
offspring.
The
larvae
that
are
gonna
produce
more
adults.
They
can
only
eat
specific
plants
and
I
think
the
statistic
that
she
even
shocking
to
me
when
I
first
heard
it
was
90%
of
insects,
are
host
specialists.
So
90%
of
insects
need
a
specific
plant.
People,
see
the
monarch
and
realize:
oh,
they
need
milkweed,
or
else
they're
caterpillars
won't
live.
They
won't
see
adult
milkweed
or
adult
monarchs.
That's
normal
to
us.
We
think
that's
kind
of
like
the
oddball.
C
That's
that's
the
rule,
rather
than
the
exception
Wow.
So
that's
how
90%
of
insects
are.
They
need
specific
plans,
and
so,
if
we
don't
have
specific
plants
and
usually
the
ones
that
are
native
here,
the
ones
they
evolved
with,
then
then
then
we're
not
gonna.
We're
not
gonna,
see
those
things
long-term.
We
maybe
let
the
adults
drink
for
a
year
right
or
when
they're
around,
but
they're
not
going
to
reproduce
you're,
not
going
to
see
more
numbers
and.
D
That
was
part
of
the
inspiration
for
me,
like
idealistically
I'd,
always
agreed
with
some
of
the
philosophy
of
education
that
students
need
to
be
active
citizens
in
the
community,
but
it
was.
It
stayed
kind
of
theoretical,
I.
Think
in
my
practice,
even
though
I
had
some
attempts
at
trying
to
get
out
there
and
do
real
stuff,
but
here
I
had
a
model
of
what
it's
actually
like.
What
it
takes
to
do.
D
This
I'm
still
nowhere
near
the
level
of
what
the
biology
teachers
are
doing
in
terms
of
this
pollinator
project,
but
we're
getting
started
with
stuff
like
that
and
serving
community
needs
and
trying
to
fill
those.
But
it's
it's
real
impact
and
when
I,
when
I
see
students
last
year
for
the
first
time,
I
had
students
create
like
rows
and
control
structures
behind
the
high
school
and
they
take
pride
in
it.
Like
I
created
that
thing
there
and
it's
still
there,
and
it's
still
serving
the
purpose
and
doing
good
for
our
water.
A
D
With
the
earth
and
space
science
curriculum,
a
big
part
of
our
curriculum
goes
into
human
use
of
Natural
Resources,
and
the
environmental
consequences
of
that
use,
specifically
one
that's
really
relevant
in
today's
political
climate-
is
that
climate
change
caused
by
humans.
So
we
go
through
the
physical
science
bases
for
climate
change,
how
we
know
we
can
attribute
it
to
humans
at
least
some
of
the
initial
science.
For
that
and
some
of
the
projects
that
students
pick
from
could
be
related
to
doing
something
about
climate
changes.
D
D
Different
to
what
these
guys
do,
which
I
want
to
do
more
of
that
work.
So,
instead
of
serving
the
community
which
I
haven't
done,
I'm
still
establishing
Network,
so
they
could
go
out
and
survey
the
community
to
figure
out
a
need,
and
then
everything
is
based
around
that
me
like
here's,
something
real
that's
happening
in
the
community
and
all
the
biology
curriculum
we
can
tie
into
that
need,
in
this
case
pollinator
and
so
I'm.
D
Not
to
that
point
yet
so,
instead,
the
way
I'm
approaching
this
I
teach
them
the
science
and
then
they
have
to
creatively
on
their
own
figure
out
how
to
apply
this
find
some
environmental
need
and
I
give
them
ideas,
but
it
could
be
something
as
small
as
impacting
the
way
your
households
using
energy
to
as
large,
as
have
some
students
that
are
trying
to
raise
awareness
of
these
energy
packets
that
are
being
sold
by
the
city
of
Ames
for
SunSmart
aims.
So
this
initiative
to
provide
more
solar
power
to
the
city.
D
B
Want
to
say,
Collins,
very
modest
and
he
does
outstanding
work
and
one
of
the
things
I
like
about
your
your
project
and
I
tag
along
with
you
on
it
is
you,
do
ask
students
to
go
home
and
see
how
they
can
apply
the
knowledge
from
class
into
their
own
lives
and
I.
Think
that's
a
really
nice
way
to
approach
it
with
students
as
well,
so
just
want
to
validate.
D
A
That's
going
through
your
class
I
know:
I've
been
amazed,
the
different
years
that
I've
gone
from
from
a
little
station
to
station
as
to
what
the
students
have
learned
and
what
they're
teaching
me
as
a
student.
You
know
student
teaching,
adults
and
versus
a
teacher.
You
know
a
librarian
is
supposed
to
know
lots
of
things
right,
I
mean
I,
know
how
to
get
to
the
books.
But
you
know
the
the
content
is
what
these
students
are
sharing
and
also
sharing.
A
What's
in
the
community
that
I
didn't
know
and
I
love
it
when
our
community
comes
in
and
sees
our
to
our
youth,
our
team's
taking
care
of
that
and
taking
care
of
that
citizenship
of
the
world
in
their
hands
and
citizenship.
Here
in
Ames
learning
all
those
things
and
they
need
good
mentors
and
guide
along
the
way.
So
tell
us
a
little
bit
about
we
kind
of
mentioned
at
the
different
stations.
How
do
they
get
to
that
point?
I
mean
they're,
also
our
groups.
A
B
Brainstorms
on
what
do
we
think
people
in
the
community
need
to
know
to
understand
how
to
have
an
impact
on
things
and
then
they
sort
of
latch
on
to
a
particular
one
of
those.
We
also
invite
in
guest
speakers
and
it's
a
great
connection
with
Iowa
State
University,
so
we've
we've
had
people
from
the
evolutionary
biology
group.
B
People
from
the
horticultural
group
come
out
young
grad
students
who
are
out
actually
surveying
the
native
bees
or
working
on
things
like
colony,
collapse,
disorder
and
honeybees,
and
so
we
start
to
get
that
next
level,
where
at
least
some
of
these
students
could
possibly
be
gravitating
in
the
future
and
and
so
I
think.
That's
also
an
important
thing.
That's
in
the
mix
so.
D
So
some
of
this
is
how
we
define
community
can
convey
and
I
think
they're
very
much
focused
on
local
community,
which
is
fantastic,
and
so
some
of
the
projects
that
my
students
picked
could
be
relevant
to
the
community.
But
given
the
the
political
changes
recently,
especially
with
what's
been
enacted
by
director
Scott
Pruett
into
EPA,
there's
a
lot
of
students
who,
through
their
own
motivation,
see
issue
with
that,
and
so
they
take
a
political
approach
to
like
well.
I'm
gonna
do
something
related
to
addressing
how
our
nation's
dealing
with
climate
change.
D
So
they
take
political
action.
Some
of
them
are
contacting
representatives
or
Scott
Pruett
about
energy
policy
in
the
United
States
and
then
some
of
them
as
a
point
I
earlier,
are
doing
things
right
here
in
the
community.
Changing
things
in
their
house
trying
to
provide
services,
education,
opportunities
for
people
in
the
community
or
helping
with
a
project
starting
in
the
works
in
the
community,
like
the
Sun
smart
aims.
So.
A
D
They're
letters
it
for
a
lot
of
them
is
the
first
time
they've
ever
sent
a
letter
like
this,
and
so
they
need
a
lot
of
work
and
improving
the
quality
of
the
letter
and,
what's
being
demanded.
But
I
ask
them
like
if
you
want
a
response,
make
sure
that
you
include
a
response,
but
we
have
had
students
who
have
gotten
responses
back
from
representatives
and.
D
A
A
D
C
That's
why
we're
doing
these
projects,
because
the
real
learning
that
happens
is
not
only
in
the
content
area,
but
it's
all
these
other
things.
You
know
the
the
communication
aspect
of
this
is
huge
talking
with
people
in
person
talking
with
people
on
the
phone
emailing
people
I'd,
say:
99.9%
of
kids
are
not
very
good
at
those
sorts
of
things
when
they,
when
they
start
writing
things
for
us
and
for
their
their
Akoo,
their
collaborators,
and
so
that's
been
the
powerful
thing.
C
Doesn't
I
even
read
off
a
one
of
our
one
of
the
collaborators
that
one
of
the
groups
was
working
with
this
semester,
wrote
me
a
nice
email
and
said
I
and
I
read
it
to
all
the
classes
and
I
said
guys
this.
Why
we're
working
on
this-
and
she
said
you
know-
I've,
never
worked
with
students
who
wrote
emails,
like
your
students
do
and
I
said
well.
I
was
thinking
my
head
because
we
spend
a
lot
of
time.
C
You
know
with
them
helping
them
craft
these
and
they
draft
him
and
we
give
them
feedback,
and
she
said
you
know:
I
worked
with
ISU
students,
I
work
with
lots
of
high
school
students,
I
work
with
lots
of
adults,
and
these
students
and
their
their
their
their
email
really
are.
The
reason
why
I
was
very
excited
to
collaborate
with
them
and
that
I
think
it
helped.
A
I
am
just
amazed
at
what
our
high
school
science
department
is
doing
for
our
children,
our
students,
our
teens,
our
young
adults,
whatever
we
want
to
call
this
fantastic,
lucky
group
of
students
that
are
going
through
the
high
school
at
this
time.
So
I
want
to
personally.
Thank
you,
for
my
my
own
reasons,
personal
and
also
from
the
community
for
helping
make
it
such
an
impact
in
our
community,
because
this
it
is
awesome
and
I-
have
some
grandchildren
coming
your
way.
So.
B
A
Wait
until
I
see
their
reactions
of
what
they
learned
from
all
of
you,
so
you
have
to
stay
okay,
but
anyway,
it
is
a
power.
Teaching
is
powerful,
learning
is
powerful,
real
life
experiences
are
powerful,
so
these
young
students
that
are
going
through
our
Ames
High
School
right
at
this
moment
are
getting
some
powerful
experiences
and
abilities
that
they
will
be
able
to
take
out
into
our
community
whether
it's
here
in
Ames
or
in
Iowa
or
federally
across
the
nation
and
possibly
even
worldwide.