Collaborative Project: Track 2: Manoomin, investigating the past, present, and future conditions of wild rice lakes on the Fond du Lac Band of Lake Superior Chippewa Reservation

manoomin（“野生水稻”）项目是一个研究和教育相结合的项目，旨在研究明尼苏达州北部的湖泊，这些湖泊在苏必利尔湖奇佩瓦湖（FDL）的丰都拉克带的土地上种植野生水稻。沉积物岩心正在从保护区边界内的六个野生稻湖中收集，以确定这些湖在近代和欧洲人定居之前的历史。该研究的目标是了解野生稻的环境（如水位、营养、竞争植物物种），从而支持提高野生稻生产的强度。在对这些湖芯进行研究的同时，当地的奇佩瓦社区正在通过每月一系列的公共论坛、本科生和高中生的研究项目、K-12学生的科学丰富活动以及帮助进行湖芯研究的当地学校教师的参与，参与并了解该项目。综合起来，这些努力正在努力扩大美国土著学生在地球科学和环境科学事业中的参与。该项目是由丰迪拉克部落和社区学院的科学家和教育工作者、明尼苏达大学的拉科（国家湖泊核心设施）以及富戴劳保留地资源管理科学人员合作完成的。其他合作者包括明尼苏达科学博物馆、gidakiimanaaniwigamig（我们的地球小屋）美洲原住民青年科学丰富计划的教职员工、北极星本科生AISES联盟、国家地球表面动力学中心、紧凑高效流体动力中心和北极星STEM联盟的项目。通过manoomin项目，每年有25名美国原住民本科生和高中生完成与manoomin研究目标相关的研究项目。另外50名K-12学生每月参加科学俱乐部，在那里他们与来自大学和保留地的科学家互动，同时了解这一宝贵的社区资源。这些本科生和K-12学生中的许多人参加了pre-REU（本科生研究经验）计划，在那里他们在夏天花一周的时间进行研究，目标是他们将在明年进行研究实习。其他人则参加为期一周的过渡项目。这个暑期项目采用了“扩大圈子：尊重过去；“为未来做准备”课程由明尼苏达大学社区融合研究所开发。这一过渡课程于2002年制定，其中包括为美国印第安人从高中过渡到大学做准备的具体活动。此外，通过遵循gidakiimananiwigamig项目的循环学习哲学，manoomin是一个整体教学方法的试验场，该方法使用七个关键的学习要素来增加参与者的科学，技术，工程和数学学习。活动旨在提高七个基本能力：定量、概念、空间、关系、元认知、语言和机械，使用旨在促进整个个体成长的方法。

The manoomin ("wild rice") project is a combined research and education project to study northern Minnesota lakes that grow wild rice on lands of the Fond du Lac band of the Lake Superior Chippewa (FDL). Sediment cores are being collected from six wild rice lakes that are within the boundaries of the reservation to determine the history of the lakes both in recent times and prior to European settlement. The goal of the research is to understand the wild rice environment (e.g., water level, nutrients, competing plant species) and thus support improved strength of wild rice production. In conjunction with the research on these lake cores, the local Chippewa community is participating in and learning about the project through a monthly series of public forums, through undergraduate and high-school student research projects, through science enrichment activities for K-12 students, and through the participation of teachers from local schools, who are helping with the lake-coring research. Combined, these efforts are working to broaden participation of Native American students in geoscience and environmental science careers.The project is a collaboration between scientists and educators at the Fond du Lac Tribal and Community College, the University of Minnesota's LacCore (National Lacustrine Core Facility), and FDL reservation resource management scientific staff. Additional collaborators include the Science Museum of Minnesota, faculty and staff from the gidakiimanaaniwigamig (Our Earth Lodge) Native American Youth Science Enrichment Program, the giiwed'anang (North Star) Undergraduate AISES Alliance, and programs of the National Center for Earth-surface Dynamics, the Center for Compact and Efficient Fluid Power, and the Northstar STEM alliance. Through the manoomin project, 25 Native American undergraduate and high school students complete research projects related to manoomin research goals each year. Another 50 K-12 students participate in monthly science clubs, where they interact with scientists from the university and the reservation, while learning about this precious community resource. Many of these undergraduate and K-12 students participate in a pre-REU (Research Experience for Undergraduates) program, where they spend a week in the summer conducting research, with the goal that they will pursue a research internship in the next year. Others participate in a week-long transitions program. This summer program uses the "Expanding the Circle: Respecting the Past; Preparing for the Future" curriculum developed at the University of Minnesota, Institute on Community Integration. This transition curriculum, developed in 2002, includes specific activities to prepare American Indians for the transition from high school to college. In addition, by following the Circle of Learning philosophy of the gidakiimanaaniwigamig program, manoomin is a testing ground for a holistic teaching and learning methodology that uses seven key elements of learning to increase science, technology, engineering and mathematics learning in participants. Activities are designed to enhance seven elemental abilities: quantitative, conceptual, spatial, relational, metacognitive, verbal, and mechanical using an approach designed to promote growth in the whole individual.