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Lesson Plan


		Lesson Information


		Objectives
		Assessment


		Resources
		Materials
		Vocabulary
		Procedures
		Day Plans
		Enrichment Options


		Teacher Reflection

Stage 1
Identify Desired Results

Catchy Title: Learning to Save the Chesapeake Bay
Theme/Topic of Lesson: Students research problems facing the Chesapeake Bay and write an informational book for younger students about ways to help save the Bay.
Time Commitment: 3, 45-minute periods/blocks
Subject Area(s):
Science - Environmental
Grade Level(s): 8
Standards Alignment:
Class Challenge Question: Why it is important to conserve natural resources and what can you do to help protect the environment?
Overview:

The Chesapeake Bay is one of Maryland’s most vital resources. In fact, according to the Chesapeake Bay Program’s web site, the bay is the largest of 130 estuaries in the United States. However, the daily acts of mankind are taking their toll on the bay, depleting and harming important natural resources. It is essential that today’s youth have a firm understanding of the problems and issues facing the Bay, and identify ways to get involved in helping to restore and protect it.

In this lesson, students will explore some of the current problems facing the Bay and review possible solutions. Students work in small groups (2-3) to create an informational and illustrative storybook that teaches early elementary children, about how they can help save the Bay.

Much of the information in this lesson was adapted from Thinkport's Bay Trippers online field trip, which can be used in a number of ways to complement this stand-alone lesson.

It would be helpful if students have a good science background, specifically an understanding of environmental issues, but this is not absolutely necessary. They should be familiar with navigating the Internet, and have experience with conducting peer reviews. Teachers should know how to teach science concepts, specifically environmental issues related to Bay, and be comfortable facilitating students use of the Internet as well as peer review activities.

Stage 2
Determine Acceptable Evidence

Learning Objectives:

The Students will:

Gather and analyze scientific information about the problems facing the Chesapeake Bay
Identify potential solutions to conserving natural resources, specifically in the Bay area.
Work cooperatively in pairs/groups to create a class storybook

Assessment
Students will be assessed based on Handout #4: Learning to Save the Chesapeake Bay Scoring Rubric. A total of 20 points is recommended.

Stage 3
Plan Learning Experiences

Resources

Other Technology	LCD Projector or SmartBoard Or any technology that allows a web site to be projected so that the whole class can view it at the same time.
	Computers with Internet access (at least 10 computers would be ideal)
	Printer
Software	HyperStudio/Photoshop/KidPix Or any software that allows students to create illustrations.
Software	Word Processing program Such as Microsoft Word
Internet Sites	Chesapeake Bay Program's web site
	http://www.chesapeakebay.net/about.htm
	Thinkport's Bay Trippers: An Online Field Trip to the Chesapeake Bay interactive
	http://baytrippers.thinkport.org/learn/what.htm
	Chesapeake Bay Foundation: Save the Bay
	http://www.cbf.org/site/PageServer?pagename=action_simple_ways_index

Materials

Per class
learningtosavethebay_scoringrubric_handout4  (View)
learningtosavethebay vsc objectives  (View)
as determined by instructor
learningtosavethebay_peerreview_handout3  (View)
Paper
Pens
Markers
Books on Environment
Per Student
learningtosavethebay_chesapeakebayproblems_handout1  (View)
learningtosavethebay_savingthebay_handout2  (View)

Vocabulary

estuary - the wide mouth of a river, where the tide meets the current
conservation - the act of preserving from loss or injury, the governmental protection of natural resources
environment - surroundings, the external conditions around an organism, affecting its development
compost - a mixture of rotting vegetable materials, manure, etc. for fertilizing the ground
ecosystem - the complex of a community and its environment functioning as an ecological unit in nature

Procedures

This lesson was adapted using information from Thinkport's Bay Trippers: An Online Field Trip to the Chesapeake Bay. The lesson begins with a general discussion about the Bay, what students know about it and why keeping it clean and safe is important. Students then learn about the problems facing the Bay, as well as potential solutions. Students will choose one solution to conduct in-depth research about, in preparation for creating a storybook for young students. Their narratives will be accompanied by original illustrations. Once their first draft of their page for the storybook is complete, students will engage in the peer review and editing process to refine their storybook pages. The teacher will compile all the pages to make a class storybook that they will then share with a local elementary school to teach young students about the importance of the Bay and solutions to resolving problems.

There are 10 suggestions offered as ways to help save the Bay in Thinkport’s Bay Trippers: An Online Field Trip to the Chesapeake Bay interactive. If a class has 25-30 students, then each group could have two-three students and all of the suggestions can be addressed. This would also mean that having access to 10 computers would be ideal. The teacher can allow students to select the solution they want to focus on and form groups based on similar topics or students can be assigned a topic and placed in a group to work with.

This lesson involves Internet research, writing, drawing and peer editing. Students must be comfortable working in groups and should also have previous experience with peer reviewing. Since this lesson does not spend time teaching students about research and writing, they should have sufficient experience gathering information online and writing essays. Students must be familiar with conducting Internet research, citing sources and note-taking. They should also have some prior knowledge-base regarding natural resources and preservation. These skills and knowledge can be assessed formally through surveys, informally through discussion, or through the teacher's prior knowledge of the students. Ample practice and review of relevant concepts should occur prior to implementing the lesson.

This lesson taps into students with a strong naturalistic intelligence as it focuses on conserving natural resources and learning more about the Chesapeake Bay. Students with a strong visual intelligence should also enjoy the graphics and images used throughout this lesson, as well as creating their own illustrations. Students with a strong intrapersonal intelligence should benefit from the group work and peer review involved in this lesson. Finally, this lesson taps into students with a strong kinesthetic intelligence as it involves manipulating the computer’s keyboard and mouse.

Because of the nature of a variety of activities (hands-on, writing, drawings, etc), students should be grouped according to differentiation, so that they is adequate opportunity to larn from and teach one another.

Note: There are some suggested modifications throughout the lesson, depending upon the mediums used for some activities.

1: Getting to Know the Bay
Daily Challenge Question: What are some of the problems facing the Bay?
45 minutes

Set-up Directions:
Before beginning this lesson make sure that all web sites are working and that the content is appropriate for the class. It is also helpful to bookmark web sites before beginning the activity to avoid spending time typing in web addresses during the lesson. Also, print enough copies of Handout #1: Chesapeake Bay Problems and Handout #2: Saving the Bay for each student.

Teacher Presentation & Motivation:
Facilitate a brief discussion. Ask students, “How many of you have ever been to the Chesapeake Bay? Do any of you know what some of the problems facing the bay today are? Why do you think it's important that everyone does their share to help keep the Bay clean and safe?

Say to students, “Over the next few days we are going to learn about some of the problems facing the bay and your task is going to be to create a book for younger students (a book for second grade is recommended) to teach them about ways that they can help preserve the Chesapeake Bay. (5 minutes)

Activity 1 - About the Bay (10 minutes)
Project the About the Bay page from the Chesapeake Bay Program’s web site for the entire class to see http://www.chesapeakebay.net/about.htm.

Have a student volunteer read the introduction part: “The Chesapeake Bay -- the largest estuary in the U.S. -- is an incredibly complex ecosystem that includes important habitats and food webs. The Bay itself, its rivers, wetlands, trees and land all provide homes, protection or food for complex groups of species. Fish of all types and sizes either live in the Bay and its tributaries or they use the waters as they migrate along the East Coast. Young crabs hide from predators in underwater grasses, while oysters filter water as they feed on plankton. The intertwined combinations of relationships are countless.”

Explain to students that tomorrow they are going to have a chance to explore this web site in greater detail.

Activity 2 - Problems and the Bay (15 minutes)
Distribute Handout #1: Major Problems Facing the Chesapeake Bay

Read through the document aloud with the class. Have a different student volunteer to read the information about each problem. Answer any questions students have about the problems addressed.

Activity 3 - Saving the Bay (15 minutes)
Using an LCD Projector or SmartBoard where everyone in the class can see, project Thinkport’s Bay Trippers: An Online Field Trip to the Chesapeake Bay interactive http://baytrippers.thinkport.org/learn/what.htm

Explain that now that students have seen what some of the problems are, they are going to take a look at possible solutions. Ask for student volunteers to read through the different suggestions for saving the Bay. Distribute Handout #2: Saving the Bay so students can read along and take notes.

Be prepared to get into a discussion about the solutions offered. Find out from students how many of them think they help conserve water and save energy. Engage the students in a conversation about the problems and the solutions.

The solutions identified in the interactive are as follows:
Conserve Water
Save Energy
Plant native trees, shrubs and other vegetation
Reduce solid waste
Compost
Reduce your use of toxic household products
Keep your lawn “green”
Drive less
Inform others
Get out into the natural world

Wrap Up:
Tell students that tomorrow they are going to do more extensive research into one of the issues above. Have students write on a piece of paper their first and second choice for conducting more in-depth research on a potential solution. Based on their interests, they will be placed in groups of 2-3.

If there's time, form the groups at the end of the class, so students will know what they are going to research the next day. Tell students that they will be drawing pictures that go along with potential solutions, so for homework, they can begin to think about what they would draw.

2: Writing about the Bay
Daily Challenge Question: What are some of the ways to help save the Bay?
45 minutes

Set-up Directions:
Bookmark web sites used for this activity on students’ computers. The teacher should get students organized in groups (based on their 1st and 2nd choices) as quickly as possible to avoid spending working time on this.

Optional: Create a page of the storybook, along with an illustration to show the students an example of their finished product.

Teacher Presentation & Motivation:
Tell students that they will spend today’s class period conducting research and taking notes on their topic. Say, “We're going to begin today working in groups to gather information on our topics so that each group can create a page for the class storybook.    Once your group feels you have gathered enough information, you may begin writing your page in the storybook.

Optional: If you created an example of a page, now is the time to show students how they can take information from their research and turn it into a page that is age-appropriate for a second grader.

Activity 1 - Research and Writing (45 minutes)
Explain to students they can use the information found on the web resources provided below but that they need to write the information in their own words and it needs to make sense for 2nd graders.

Students should spend about 20 minutes conducting research.   Once students feel they have gathered enough information, they can begin to write the first draft of their pages and create their illustrations. You may suggest that each student group can be divided into a writers and illustrators, or they may want to all work together on writing a page w/ an accompanying illustration. Give students the option. Also, students may be given the option of writing their drafts using a word processing program or hand writing their pages. The illustrators can be given the option of using a program such as HyperStudio/Photoshop/KidPix or hand-drawing their work.

Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
Students will conduct research on the sites below, gathering information and taking notes on potential solutions.

Chesapeake Bay Foundation: Save the Bay
http://www.cbf.org/site/PageServer?pagename=action_simple_ways_index

Bay FAQS
http://www.chesapeakebay.net/about.htm

Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Students will take notes on potential solutions and then put into age-appropriate language for 2nd graders in order to build a class storybook.

Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Student groups will each create a page for the class storybook. Some groups may have more than one page and/or illustration.

Wrap Up:
Ask students if they think they have enough information. What's missing or what else would they like to collect?   Tell students that if they have not completed their first drafts and drawings, they must do so for homework.

3: Sharing Information about the Bay
Daily Challenge Question: How does peer review help improve your work?
45 minutes

Set-up Directions:
The teacher should know how the class will be divided for peer review work.

Enough copies of Peer Review Guidelines (Handout #3) should be given to students.

Optional: If using technology for the narrataive, the teacher may develop a template in a program such as Word or PowerPoint so that all pages have consistent font styles, size.

Teacher Presentation & Motivation:
Say to students, “Today we are going to spend the day peer reviewing each other’s work, and then edit our book pages to create a final draft.

Distribute the Peer Review Guidelines (Handout ##) and review the guidelines as a class.

Activity 1 - Peer Review(15 minutes)
Have each group exchange work with another group and conduct peer reviews.

The teacher should walk around the room making sure comments are constructive and positive.

Activity 2 - Editing (30 minutes)
Allow students the remainder of the period to make changes based on peer review. Hand-written pages should now be typed on the computer. Hand-drawn illustrations can be scanned.

If a template was used, instruct students where to find it.

Note: depending upon the mediums you used, this activity may take longer and go into another day. For instance, if students used a graphics program to create the illustration, it will need to be inserted into their digital document. Similarly, if students drawings need to be scanned, they will later need to imported into the application you are using.

Wrap Up:
Have a discussion with the class regarding how they think they should go about distributing the book once it’s complete. The teacher can be responsible for compiling the various aspects of the book and making copies to distribute to other teachers. Both the written portions and illustrations can be printed and then stapled together or bound for a more professional look.

Enrichment Options

Community Connection
Students can create and conduct a survey in their community to see what environmental concerns people have and how they are contributing to the conservation of natural resources.

Students can take their books to a local elementary school and read the books to a 2nd grade class and discuss the importance of helping to protect natural resources.

Parent-Home Connection
Students can talk to their parents about ways to conserve natural resources around the house. Students can report back to the class about any changes they make.

Field Experiences
Students can take a field trip to the Chesapeake Bay area.

Cross-Curricular Extensions
Social Studies: Teachers can place a stronger emphasis on the history of the Chesapeake Bay.

English: Teachers can focus on the writing elements of this lesson including note-taking, writing essays, and peer review.

Art: Teachers can focus on the drawing/illustration portion of this lesson.

Stage 4
Teacher Reflection

As a reflective practitioner, note how this lesson could be adjusted after its initial implementation. How successful were the students? What did the assessment demonstrate about the students' learning? What skills do the students need to revisit? What instructional strategies worked and what made them successful? What will you change the next time you use this lesson? Why?

Author: Robyn Steinhause
Modified by: Donna Schnupp