resource 1a (images for small group activity)
TRANSCRIPT
Resource 1a (Images for small group activity)
Resource 1b (flashcards for partner activity)
cownose ray
bull shark menhaden
striped bass oyster toadfish
Worksheet 1a
Name____________________________
(Insert poster) Worksheet 1b
Worksheet 1c
Part 1
Part 2
Part 3
Part 4
Resource 2a (arrows and visuals for food web activity)
Resource 2b
Worksheet 2a
Worksheet 2b
Directions: Label the map using the word bank with the state and the body of water:
Maryland West Virginia Chesapeake Bay
New York Washington, D.C. Virginia
Delaware Pennsylvania Atlantic Ocean
Worksheet 2c
Instructions: Now that you have been visiting the Chesapeake Bay, it’s time to send a postcard home to your friend! Using the materials provided by your teacher, draw a picture and write a short message that summarizes what you have learned so far. Be creative! You may use the following postcard template to get started, or create your own. Be sure to include:
a drawing on the front that represents what you have learned about the Bay
a message on the back that describes your drawing
Dear__________________,
I am visiting Grandpa Jim on the ____________________Bay.
We are having lots of fun! I’m seeing many different animals.
One bird I saw was a _________________________. It likes
to eat the ___________________ and
the_____________________. In the water, my favorite fish
was the___________________________. Its prey
is______________________________. All of these animals
depend on each other. This is called a ____________
______________. Did you know that the Bay
______________________________ includes six other states
besides Maryland? The other states are_________________
________________________________________________.
____________________________________________. See you soon! Your friend, ___________________________
TO:
___________________________
___________________________
___________________________
Resource 3a
Materials: (for each group of students)
One large roasting pan (such as a disposable aluminum pan,
16” x 12” x 3”)
Several sheets of newspaper
One sheet of plastic wrap several inches larger than the pan
aluminum foil
cellophane tape
One spray bottle filled with water
One book
green and orange gelatin mix
One packet of hot cocoa mix
Blue food coloring
Procedures:
Prepare your watershed.
Make the hills. Crumple each sheet of newspaper separately and wrap each in foil. Place them next
to each other at one end of the pan. Try to vary the shape. Tape securely.
Make the streams and rivers. Place the sheet of plastic wrap over the crumpled newspaper. Create
indentations to simulate streams and rivers. Tuck the plastic wrap into the sides of the pan.
Prepare for testing. Place a book under the end of the pan with the newspapers, which will allow
water to flow down the streams and rivers and collect in lower end of the pan.
What do you predict will happen when it rains on your watershed? Write your hypothesis on the
Worksheet.
Test your watershed.
Create a rain shower. Hold the spray bottle about 5 inches from your model and take turns spraying.
Start at the highest end; then spray in different locations for several minutes until you get a continual
flow of water. Record your observations in the Watershed Test Results under Test #1.
Test the effect of pollution on your watershed.
Add pollutants. Sprinkle some gelatin mix and cocoa mix on your watershed in different locations.
This represents a variety of pollutants, including oil, animal manure, fertilizers, pesticides, tiny
particles of soil.
Add a few drops of blue food coloring to the spray bottle.
Create another rain shower. Hold the spray bottle about 5 inches from your model and take turns
spraying in different locations on your watershed for several minutes until you get a continual flow of
water.
Record your observations in the Watershed Test Results under Test #2.
Worksheet 3a
____________________________ ______________________________
____________________________ ______________________________
What do you predict will happen when it rains on your watershed?
Testing our watershed
with rainwater.
What happened to the rainwater?
How many watersheds formed at the bottom of your pan? ______________
Testing the effects of
pollutants on our
watershed.
What happened when pollutants (gelatin mix, cocoa mix, and food coloring)
are added to your watershed?
Worksheet 3b Match the picture to the graphic.
38%
19%
21%
22%
Nitrogen Pollution in the Chesapeake Bay
farming
stormwater runoff
air
factories/housing
Resource 4a
List of Resources for Station Activity
Worksheet 4a
Your team will investigate four of the Bay’s problems. As you investigate, take notes at each station. Discuss with your team.
The Problem The Issues The Effects The Solution
farming
air
housing/
factories
stormwater
runoff
INTERPRETIVE PERFORMANCE ASSESSMENT
Source: Chesapeake News 21
Respond to the following questions about nutrient pollution in Chesapeake Bay.
1. What two nutrients are polluting Chesapeake
Bay?_____________________________and___________________________________
2. What percentage (%) of the pollution comes from farms?______________%
3. What percentage (%) of the pollution comes from the air?______________%
4. What percentage (%) of the pollution comes from city land?_____________%
5. What percentage (%) of the pollution comes from water used for washing, cleaning, etc?
_______%
W5.2 Rubric for Presentational Task
Strong Presentation Meets Expectations Approaching Expectations
Were my drawings easy to understand?
The actions to help keep our waterways clean were clear and detailed and easy to understand.
The actions to help keep our waterways clean were understandable.
I had to explain my drawings to others so that they could understand what I wanted to show.
Was my poster neat and attractive?
My poster was very neat and attractive and very interesting to view.
My poster was neat and organized.
My poster needed to be better organized.
Was my language correct?
Both the writing on my poster and what I said about my poster were correct. Others could understand me because I showed the pictures on the poster as I spoke.
I made one or two spelling errors on my poster. Others could understand me when I showed my poster.
I made one or two spelling errors on my poster. People sometimes had difficulty understanding what I said about my poster.
W5.3 Page 1 of 2
Interpersonal Scoring Guide
Yes Sometimes No
I asked questions about the pictures in the collage.
I answered questions about the collage.
I added other information about the animals to the conversation.
I spoke the target language during the entire conversation.
W5.3 Page 2 of 2 – Collage of Chesapeake Bay Animals and Plants