9486 in the collection  

Presenting a yucky truth

Ohanian Comment: What interests me about this story besides dirty drinking fountains and student initiative is that this student project was done for an English class. Kudos to a school that offers English assignments that might actually help students see the relevance of reading and writing. Instead of skill drill test prep on the sonnet.

I looked on the Oregon State Education Department website to find out about their graduation requirements:



Oregon students are required to complete local work sampels [sic] and the statewide writing assessment. Both demonstrations are scored on a six-point scoring scale for writing, measuring a series of applicable traits.




I'm as prone to typos as anyone, but someone should tell the Standardistos to fix this.

This encouraging note is also on the site.



Statewide assessments administered at different grades are designed to show a student’s progress toward meeting those standards. The unique needs and interests of students are at the center of Oregon’s standards and assessment system, and a variety of options are available to allow all students to acquire knowledge and demonstrate what they are able to do.




You can read about their new diploma requirements here.



By Winston Ross

Published: Wednesday, June 6, 2007

NORTH BEND - Kyleray Katherman had a feeling the drinking fountains at his school were "gross." But it wasn't until he applied a little science to the spigots that he discovered just how right he was.

For an English assignment, Katherman tested the bacteria content at four North Bend Middle School water fountains and one toilet to challenge a four-year-old policy that banned students from bringing bottled water into class (some were sneaking in alcohol that way).

Guess which sample was cleaner? Hint: It wasn't the water fountains.

The way Katherman made his point shocked his classmates, teachers, the school's administrators and members of the school board, who had no idea just how gross a water fountain could be.

Katherman attends the Oregon Coast Technology School, a charter school that operates at the middle school with a focus on infusing technology into the curriculum, be it in science, math or in this case, English. Students use digital cameras, computers, scanners and the Internet to bolster their education, and they often earn credit on the same project in two or three separate subjects.

This assignment was pure English, but Katherman, 13, used what he'd learned in science class about growing bacteria to inform his presentation. When he needed help, he marched into a campus lab to get it.

The project was simple: Armed with a Q-tip and a petri dish, Katherman swabbed the spigots of four drinking fountains and one toilet, dunking the cotton in the bowl's center and then dragging it around the rim so he'd get a complete sample.

Then he took the results back to the lab and shone a light on the dish to speed up the bacteria's growth, via photosynthesis.

Each of the drinking fountain samples resulted in petri dishes swimming with bacteria. The toilet sample, by comparison, turned out mouth-wateringly clean, likely because it's doused with cleansing chemicals daily. Before revealing where each sample came from, he asked his classmates which water they'd prefer to drink.

They chose the toilet.

"I wanted to see the looks on their faces," Katherman said.

Katherman's presentation also explained the importance of drinking water to the brain's function, and recommendations that students drink between eight and 12 8-ounce glasses each day. Either bring back the water bottles, Katherman urged, or install "down-pour" systems, the kind used in office water coolers. His classmates voted that Katherman take his message to the school's site council, which advised him to take his presentation to the next North Bend School Board meeting.

It didn't take long for the eye-opening PowerPoint to bring about change. Administrators quickly replaced the spigots and casing at three of the water fountains Katherman had tested, and custodians gave them all a thorough cleaning. There's no plan on reversing the bottle ban but more teachers are providing water in their classrooms, Katherman said.

"It was a great lesson. We don't always see things in and about the school that are in need of repair," said Scott Edmondson, the school's principal, adding, "You'd be surprised how clean the water is in a toilet."

Katherman's teacher, Barb Becker, said other students also are bringing about changes - even before they write essays. Administrators noticed them taking pictures of broken lockers, for example, and fixed them.

"The kids got to see that, yes, they can make a difference, if they do it right," Becker said.

One key difference is at the fountains themselves. Even though they've been cleaned, Katherman said, "There's not as long a line."

— Winston Ross
The Register-Guard
2007-06-06
http://www.registerguard.com/news/2007/06/06/printable/a1.water.0606.nG21P790.phtml?section=cityregion

---

INDEX OF OUTRAGES

Pages: 380   
[1] 2 3 4 5 6  Next >>    Last >>