Elementary and high school students discovered that science is a unifying force in nature and in a collaborative project conducted at Crestview Local School District in Columbiana, Ohio. The "big idea" addressed in this project is Life Science: Organisms and Environments. The theme of animal adaptations and how structure relates to function was selected to meet the interests, knowledge and experience of the students and to support a collaborative effort between high school biology students and second grade students that culminated in the completion of a multimedia county field guide. The project lasted 6 weeks and was based on the district's instructional objectives, course of study, and national standards. Students were able to work at their own pace as they were supported by one-on-one individualized assistance throughout the project. Classroom discussions, experiments, explorations, a distance learning lesson, and a field trip supplemented the cross-curricular unit designed by Susan Kershner, instructional technology coordinator, working with Kathy Cattrell, biology teacher, and Tiffany Sell, second grade teacher at Crestview Local School District.

The goals for this integrated thematic learning sequence included encouraging students to ask questions about organisms in their environment that could be answered with scientific observation and fair tests and allowed the students to build understanding from concrete experiences. Students were encouraged to model the skills of scientific inquiry and to demonstrate openness to new ideas and data. These goals provided a basis for observation, data collection, analysis of events and reflection. Mathematics, science, reading, technology, instructional strategies and community involvement were all target areas from the district's continuous improvement plan that were directly addressed in the project. The implementation of various strategies to develop and improve student academic success in mathematics and science, target areas specifically addressed throughout this project, was successfully addressed in the collaborative nature of the project. In addition, the effective use of instructional time and curriculum resulted in a better understanding of the learners and improved relationships between the student and teacher, the student and partner, and the parent and teacher.

Elementary students partnered with a biology student and selected a mounted bird in the biology room at Crestview Local High School. Partners recorded observations and measurements of the mounted specimen, and took digital camera photographs of each. The teams then used a variety of field guides to identify their bird. High school students helped second graders further research each animal using the Internet and reference books, in order to discover the diet, habitat and range of their animal. This information was used to supplement the direct observations of specific structures and measurements to create the multimedia field guide. Biology students acted as coaches as the elementary students practiced their measurement and observation skills, learned how to insert pictures into PowerPoint and read non-fiction passages searching for pertinent information. Second graders also participated in a distance learning lesson to learn how to attract birds, made their own bird feeders, and placed several bird feeders outside the school. The unit culminated with all students visiting a wildlife education center at a nearby state park.

The project built upon student interests and provided a meaningful context for learning as the students were immersed in a real-world investigation and were allowed to take the lead in their research. Collaboration was an important aspect of the project, and the students were connected with community resources and experts while the project drew on multiple disciplines to solve problems and deepen understanding. Students were required to demonstrate knowledge through multiple assessments, including self and peer assessments. A partner checklist let students know exactly what was expected in the final project and held students accountable for content and clarity. This project promoted an in-depth study of required curriculum concepts while accommodating the needs of all students.

In addition to the Columbiana County Field Guide of Birds that the students created in hard copy and electronic multimedia presentation form, the social interpersonal implications that resulted from this project were profound. Students formed close personal relationships with their partners and looked forward to the visits with great enthusiasm. High school students facilitated the research through thoughtfully asked questions, guiding the discovery in developmentally appropriate ways. The field trip to the wildlife center expanded the horizons of all the students and provided a local expert to further expand student knowledge of each specific animal investigated. Upon the conclusion of the project the students still desired to maintain contact and have written several pen pal letters, sent holiday treats, and connected via distance learning equipment for continued interaction.

This project can be emulated by all. Summaries of the unit are available on the instructional technology coordinator's web site at http://myschoolonline.com/OH/skershner for interested teachers. While all biology teachers do not have the extensive mounted specimens available to Crestview students, any interested teacher will be able to modify this project and contact content providers for lessons involving animal adaptation. Since the content and assessment strategies are common to schools across the country, this project would be of benefit to many.