“Rivers are the veins of the continents connecting continents to the oceans.” This quote from Yale professor Peter Raymond inspired me to enroll in another Yale New Haven Teachers Institute seminar that focuses on water. Years ago I read another quote from Norman Cousins “We are wide-eyed in contemplating the possibility that life may exist elsewhere in the universe, but we wear blinders when contemplating the possibilities of life on earth”. Students will consider both quotes, the provided selected videos, and their own daily living habits when they individually consider their plastic environmental direction. Weaving these two quotes together having students think about what is not seen by the human eye yet exists and creates an impact on us all. The invisibility of “veins” or anything connecting places to spaces is what inspired this S.T.E.A.M. unit of study inspired by Oaster Professor of Biogeochemistry Peter Raymond’s 2026 spring seminar “The Science of Rivers”. Students becoming incredibly curious regarding the delicate connectivity of places through rivers, streams, and water cycles. Students will gain the ability to have more self awareness while exposing or uncovering the hidden environmental poisons. Understanding the “veins” of the world that connect continents, that rivers are homes to some of the most diverse and endangered wildlife on earth. and lastly reflecting on their own habits that could possibly be negatively impacting the world, This will be the journey students will travel on for several weeks. Students having a curiosity of the balance of nature and what possible disturbances specifically with plastics are fluctuating the ecosystems and creating a domino theory. Students considering the idea of invisible “veins” that link the United States plastic use to the overall planet earth. Students will consider their own daily role in how they use plastics and can they change their usage? I want each student to analyze or question if they may be in fact contributing to the overall invisible plastic problem in our waters? This unit of study will hopefully allow students to consider how one plastic choice or usage can possibly impact places and spaces on the planet earth. Being mindful to the invisible ways students impact the world. Students can consider books or other primary sources to gather environmental informations. After the students research, consider, and discover what is not seen yet influences the role and functions of our rivers, streams, oceans, air, and our entire planet they will next pick an area of microplastic concern to share. Students will create a 5 by 7 composition that depicts their direction or environmental issues that they are passionate about or concerns them. Allowing the students an opportunity to weave together multiple areas when creating art awareness compositions that support science, research, data, facts, and internal passions. Students will design when creating powerful 5 by 7 images using mixed media. Students will present topics to class in organized independent google slide shows. Lastly, students will collaborate when they sequence or compile 5 by 7 pages into the end product, a visual environmental awareness book. Through diligent student research, art making, creating of google slide shows, presenting, and then actively listening to peers students will learn and grow. Students will listen and learn so much from their peers. Public speaking and active listening are essential skills, that hopefully students will develop these abilities when presenting their student google slide shows. Listening to peers and being present in the “NOW” is another area I hope develops from this unit of study. I can see that students may not like this part of the unit of study since this is an Art foundations studio class however, I am looking forward to seeing what students are passionate about when creating 5 by 7 art compositions as well as hearing their uncovered micro plastics research. The art of public speaking is a skill worth developing as it is a life long skill. Students will hopefully become curious critical thinkers when considering all the possible hidden connections that exist between places. Having the students imagine setting up a row of dominos, considering what happens when you knock over the first one? I am hoping this invisible idea of students finding the “hidden veins” that exist within the planet connecting to this domino theory will spark student minds to do a deeper educational dive in their research of the environment and plastics. Students eager to uncover the underpinnings that exist through the invisible water boundary lines between watersheds and beyond. Water boundary lines extend far beyond borders just as air quality expanding borders. A primary goal for this unit of study is for students to reveal the invisible plastic issues that connects places and spaces to each other.
School Setting
The Sound High School in New Haven Connecticut is a premier aquaculture /agriculture science and technology education center (ASTE). The Sound High School has a comprehensive academic program that prepares students for secondary life and the curriculum includes extensive exposure to water and related water activities. The Sound School coursework is nautical, marine research, aquaculture production, vessel handling and safety at sea. Students study vocational agriculture programs including plant science, animal science, agriculture mechanics, and veterinary science. My unit will be taught to eleventh grade Art foundations this is a required course. This unit of study can be modified for all grades PreK - 12. The eleventh grade group I see five days a week, with one day off after a full rotation, each class is an hour. The high school students range in art abilities as well as have different interest areas, so this unit will certainly internally motivate each student differently. How rivers or fish are being impacted by plastics. Students will then see the power of how we humans impact the environment. Students will learn about artists who create art inspired by the enviroment. Students will peer share when selecting their own artistic and science direction. Any student who can not pick a direction will be assigned an area to have final presentations be more varied. This unit will be taught in the spring around Earth Day, after feeling more comfortable with navigating around the art studio and using various art supplies. By spring in any given school year the students can better manage independently working aside peers without students projects being the same.
