Chesapeake Classrooms Unit, Paul Fleisher, instructor Objectives: By the conclusion of this unit students will-- Increase their awareness and understanding of human effects on the natural environment, with special emphasis on introduced exotic and invasive species. Investigate the relationships between abiotic factors in the environment--including salinity, temperature, dissolved oxygen and water density--and the lives of various organisms living in the Bay and the Atlantic Ocean. Develop research skills by investigating the biology of an introduced or exotic species. Enhance communications skills by creating an invasive species presentation and an original poem. Read and interpret one or more pieces of literature relevant to the unit using the Junior Great Books method. Interpret real-time and near real-time information from web-based maps, tables and charts. Develop an increased appreciation for the natural world and increased desire to promote its preservation. Examine the similarities and differences among organisms from different Phyla, and increase their understanding of how living creatures are classified. To do: Create Web links Create student study guides Get GNOME data for lower Chesapeake Add some more math and social studies

Chesapeake Classrooms SOL correlates LS1; PS1; ES1 Plans and conducts investigations LS4 Investigates and understands classification of organisms. LS7 Investigates and understands that organisms within an ecosystem are dependent on one another and on nonliving components of the environment. LS9 Investigates and understands interactions among populations in a biological community. LS11 Investigates and understands that ecosystems, communities, populations and organisms are dynamic and change over time. LS12 Investigates and understands the relationships between ecosystem dynamics and human activity. ES2 Demonstrates scientific reasoning and logic ES3 Investigates and understands how to read and interpret maps, globes, models, charts and imagery. ES7 Investigates and understands the differences between renewable and nonrenewable resources. ES9 Investigates and understands how freshwater resources are influenced by geologic processes and the activities of humans ES11 Investigates and understands that oceans are complex, interactive physical chemical and biological systems and are subject to long and short term variation. English 7.1 Gives and seeks information in group discussion. English 7.4 Uses analogies, idioms, similes and metaphors to extend understanding of word meanings. English 7.6 Reads and understands information from a variety of sources. English 7.8 Develops narrative, expository, persuasive and technical writings. English 7.9 Uses a word processor to plan, draft, revise and publish some writings. English 7.10 Applies knowledge of resources in preparing written and oral presentations. SS 7.10 Interprets maps, tables, diagrams, charts, political cartoons and basic indicators of economic performance. Math 8.13 Uses information displayed in line, bar, circle and picture graphs and histograms to make comparisons, predictions and inferences. Math 8.14 Uses a matrix to organize and describe data

Chesapeake Classrooms Lesson # 1 Introduction to the Marine World Dimensions of Curriculum: Content: Earth is an ocean planet; life is dependent upon the oceans. Process: Discovery; discussion; demonstration Research: none Product: student-made chart; cut apple Affective: Students will show interest in the topic to be studied SOL Objectives: Description of Activity: 1. Globe catch: Students toss inflatable globe and tally the number of times their index fingers touch land or water. Have students calculate the percentage of time they touched each.

Discussion: emphasize the scope and importance of marine environments/there's only one ocean. Identify the various ocean basins and continents. 2. In small groups, students brainstorm a comparison of the ocean and human body. Present as a chart or drawing, and explain their product to the class. 3. Apple/Earth cutting demonstration from GEMS Only One Ocean unit. Following teacher directions, students cut an apple into pieces representing various water and land segments of the globe. Discuss. Materials: GEMS Only One Ocean teacher instructions

Inflatable globe Apples Paring knives Chart or drawing paper and markers or crayons Environment: Whole group; small group Extension:

Chesapeake Classrooms Lesson # 2 Map/RTD Study Dimensions of Curriculum: Content: Geography and climate of the Chesapake Bay/Watershed Process: Map investigation; web investigation Research: Using Real Time data Product: Completed study guide Affective: Students will develop enthusiasm for the availability of real time information SOL Objectives: Description of Activity: Following directions from study guide, students examine several different maps of the Chesapeake watershed. They then answer questions from study guide, including gathering RTD from maps/sites on the web. Find current data at one or more sites. Materials: Maps Study guide Environment: Small group Extension:

Chesapeake Map Study Guide Names: ______________________________

Open your map of Virginia. (You will also need to look at a Maryland map and a watershed

map to answer some of these questions.)

1. Find the city of Richmond. On which river is it located?

_________________________________________

2. Find the Chesapeake Bay on your map. Use the map scale to answer these questions:

About how far must you travel down the river until you get to the bay? ____________

About how far from Richmond is the bay at its closest point? _____________

Which highways could you use to travel to the Chesapeake Bay by car?

__________________________________________________________

About how long is the Chesapeake Bay from north to south? _____________

About how wide is it at its widest point? _____________

About how wide is it at its mouth? _____________

3. What body of water does the Chesapeake Bay empty into? _____________

4. Name the major rivers that empty into the Chesapeake Bay.

__________________________________________________________

__________________________________________________________

5. What cities are located on the Chesapeake Bay or its river tributaries?

_______________________________________________________________

_______________________________________________________________

7. What is a watershed? _____________________________________________

_______________________________________________________________

8. The Chesapeake Bay watershed includes parts of which states? _________________

_______________________________________________________________

9. About how many miles is the northernmost point in the Chesapeake watershed from the

bay itself? _________________________

How many square miles does the watershed cover? _________________________

About how many people live in the Chesapeake Bay watershed? _________________

You will need to use the computer to answer the rest of these questions:

Go to the Chesapeake Classroom web page.

Click on the first link: Chesapeake water quality.

Go to the temperature gallery. Select the most recent data map from the "Make Selection"

window. What time period does this map show? __________________________

Find the place on the map where the James River enters the Bay.

Estimate the water temperature of the bay at the time the map was made: __________

DON'T FORGET TO LABEL YOUR ANSWERS IN UNITS!

Switch to the Salinity Gallery. Estimate the salinity on the most recent map: _________

Switch to DO (dissolved oxygen) Gallery. Estimate the DO on the most recent map: _____

Now look at readings from January 2004 at the same location. What was. . .

Water Temperature: _________ Salinity: _________ Dissolved Oxygen:_________

Look at readings from July 2004 at the same location. What was. . .

Water Temperature: _________ Salinity: _________ Dissolved Oxygen:_________

Follow the Chesapeake surface water temperatures link. (marine.rutgers.edu/cool/sat_data

…. (from Critters activity Lesson 3)

Click on the most recent map that shows bright data colors to enlarge it.

What is the current surface temperature of the water at the mouth of the James? _______

Visit the Chesapeake Bay Observing System (www.CBOS.org) Put your cursor over various

buoys until you find one that is on-line. Click on it. What are the current conditions at that

point in the Bay? Air temp.: _______ Surface water temp.: _______ Bottom water temp.:

_______ Surface salinity: _______ Bottom salinity:_______ Wind speed: _______ Wind

direction: _______ Barometric pressure: _______

If you finish early: Spend some more time exploring the three data sites, or explore current

sea surface temperature, tropical rainfall or ocean surface winds, or Virginia weather.

(from Unit 2 ocean circulation--gulf stream voyage)

Chesapeake Classrooms Lesson # 3 Computer lab rotation 1 Dimensions of Curriculum: Content: Real-time data from the bay and ocean Process: Web-based investigation Research: Web resources Product: Completed study guide; discussion Affective: Students will become aware of the wealth of real time information available to them. SOL Objectives: Description of Activity: Students divide into teams and rotate through four different web based investigations: Discrete vs. Continuous data activity Time zones/Reading a data stamp activity (modified with additional practice) Gulf Stream Voyage (from day 2) (modified/simplified)

Discuss/compare student findings from their experiences. Materials: Copies of guides for each lab station (modify as needed) Web page with appropriate links Environment: Small group Extension:

Chesapeake Classrooms Lesson # 4 Bay Layers Dimensions of Curriculum: Content: Winds and differences in temperature and density create currents Process: Demonstrations; lecture/discussion Research: none Product: Student notes Affective: Increased interest in the marine environment SOL Objectives: Description of Activity: Student assisted teacher-led demonstrations of stratification and currents:

fresh and salt in tank; floating an egg in the middle of a jar ice cubes from GEMS Ocean Currents wind current demo using baking pan, overhead projector and straw Brief lecture on ocean gyres and density currents. Students take notes

Materials: GEMS Ocean Currents instructions Water Food coloring 2 liter soda bottles tornado tubes straws overhead projector glass baking pan Environment: large group Extension: (if time permits) Layering liquids challenge from GEMS Ocean Currents

Chesapeake Classrooms Lesson # 5 Current Events Dimensions of Curriculum: Content: Physical factors influence ocean/bay events and affect marine life Process: Problem-solving challenge; computer simulation Research: none Product: participation in activity and discussion Affective: Students develop concern for environmental conservation. SOL Objectives: Description of Activity:

Oil On The Ocean simulation: Students attempt to clean up a simulated oil spill using various techniques.

GNOME simulation of oil spill on the Chesapeake Bay Students discuss what they discovered in the simulations.

Materials: (to come) Study guide for GNOME simulation (Modified from Unit 4) Environment: small group Extension: Waste disposal game from GEMS Ocean Currents (time permitting) Investigate how people clean up oil spills, and what harm they cause.

Chesapeake Classrooms Lesson # 6 Computer stations lab rotation 2: Dimensions of Curriculum: Content: Ocean life is affected by physical conditions Process: Computer simulations; investigations Research: On-line data collection Product: Completed study guides Affective: Increased commitment to conservation SOL Objectives: Description of Activity: In small groups, students rotate through the following web-based activities: Lobster Hatch to Catch Where Could the Stripers Be Gulf Stream Voyage (fishing activity-- day3) Students complete a study guide for each of the activities. At the conclusion of the activities, students report their findings and discuss as a class. Materials: Prepared study guides (Modified from Unit 3) Environment: small group; large group Extension:

Chesapeake Classrooms Lesson # 7 Alien Invaders 1 Dimensions of Curriculum: Content: Species can cause problems when they move to a new habitat Process: Lecture; game Research: none Product: game play Affective: Students develop an interest in invasive species SOL Objectives: Description of Activity: Lecture/discussion: invasive and exotic species review of major Phyla and Linnaean classification Students play Invasive Species Game Discuss learnings from the game at the end of the class period Materials: Invasive Species Game Large copies of game info to post conspicuously List of invasive species www.invasivespecies.gov; www.invasive.org Environment: Large group Extension: Students select an exotic species for their own research projects

Invasive and Exotic Species Protists Fungi: Chestnut blight Sudden oak death (Phytophthora ramorum) Plants: Maleleuca Ailanthus (tree of heaven)

Japanese honeysuckle Japanese Knotweed Kudzu Caulerpa Hydrilla Eurasian water milfoil Phragmites reed Purple loosestrife Water hyacinth Brazilian peppertree

Mollusks: Zebra mussel Arthropods: Fire ants Argentine ants "Africanized" honeybees

Asian long-horned beetle Asian Tiger mosquito

European green crab Gypsy moth Veined rapa whelk Honey bee varroa mite Japanese beetle Mediterranean fruit fly Vertebrates: Brown tree snake Nutria Northern Snakehead fish Bullfrog Mississippi blue catfish Walking catfish Cane toad

Lionfish Sea Lamprey

Starling Mute Swan Gray squirrel If you'd like to find some other choice, go to: www.invasive.org or www.invasivespecies.gov;

Chesapeake Classrooms Lesson # 8 Alien Invaders 2 Dimensions of Curriculum: Content: Exotic/invasive species and their effects Process: Research project Research: Web and book based research Product: Web page, audio tape, video tape or poster Affective: Students will increase interest in the diversity of life and preservation of the environment. SOL Objectives: Description of Activity: Invasive species research project:

Students select an invasive/exotic species from a list, research, and create a final product (web page, audio tape, poster or video) Materials: Assignment rubric Environment: individual or pairs Extension:

Alien Invaders Research Assignment Directions: 1. Choose an exotic or invasive that has caused environmental problems in its new, adopted habitat. You must choose a species, not a broader category of creature. For example, you could choose zebra mussel, but not mussel, or green crab, but not crab. Your final product will be a web page, audio tape, video or poster informing other people about a particular invasive species.

You may work independently, or with a partner. 2. Check with your teacher for approval of your choice. 3. Thoroughly research the creature you’ve chosen. Use at least three different

references. At least one of those references should be a book or encyclopedia Your presentation must include the following information:

Scientific and common names of the species. A description or picture of the organism. Where it originally came from. Habitats it has invaded. How it migrated to its new habitats A complete description of its life-cycle and reproduction Describe its feeding habits Describe its defense mechanisms Describe the problems it is causing What efforts people are making to control those problems 4. Organize your information into a draft script or 5. Show your draft to another student, and ask for comments and suggestions. 6. Show your draft to your teacher for comments and suggestions. 7. Create your final product.

8. Present your information to the class. Important: You will begin your research during class time, but it will be completed as homework.

Name(s) ______________________ Invasive species _____________________ Scoresheet (100 pts.)

Exceeds expectations

Meets expectations

Shows some effort

Needs improvement

Content: Iincludes information on biological classification

10 9 8 7 or less

Life cycle and reproduction

10 9 8 7 or less

Habitat, feeding and defenses

10 9 8 7 or less

Problems the organism is causing

10 9 8 7 or less

Efforts to control its damage

10 9 8 7 or less

Includes a description or illustration

10 9 8 7 or less

Resources Accurate information; Uses at least 3 sources

10 4 or more sources

9 3 sources

7 2 sources

5 1 source

Quality of Presentation Writing is clear and well- organized; neatly and carefully done.

20 18 15 10 or less

Meets Deadline

On time--10 Late 5 Very Late 0 (> 1 week)

Extremely late (> 2 weeks)

Bonus Points: (up to 10) For exceptionally thorough information or careful, accurate hand-drawn illustration

Chesapeake Classrooms Lesson # 9 Junior Great Books discussion Dimensions of Curriculum: Content: Process: Research: Product: Affective: SOL Objectives: Description of Activity:

Junior Great Books shared inquiry discussion on one (or more) pieces of literature (choice to come) Students complete two readings; discuss questions; conduct shared inquiry; summarize their ideas in a piece of writing. Materials: Copies of story Environment: individual; large group Extension:

Chesapeake Classrooms Lesson # 10 CBF field trip Dimensions of Curriculum: Content: Life on a Chesapeake tributary; Human effects on the bay Process: Investigations Research: none Product: lab tests, discussion Affective: Students will develop increased concern for the health of the Chesapeake environment. SOL Objectives: Description of Activity:

CBF field trip to James River. Students will spend the day on the James River, leaving from Jordan Point Marina.

During the course of the day, students will identify and examine wildlife, locate themselves on various maps, and conduct water quality tests. Materials: Field trip permission forms; Medical forms Environment: large group; small group Extension: Writing assignment: Students select organisms that live in the watershed, and write poems speaking through that creature's voice.

Students may conduct Chesapeake restoration projects, such as storm drain painting.

Chesapeake Classrooms Lesson # ******Lesson Title***** Dimensions of Curriculum: Content: Process: Research: Product: Affective: Learning Objective: In their study of the Chesapeake Bay and nearby ocean, students will SOL Objectives: Description of Activity:

Chesapeake Classrooms Lesson # ******Lesson Title***** Dimensions of Curriculum: Content: Process: Research: Product: Affective: Learning Objective: In their study of the Chesapeake Bay and nearby ocean, students will SOL Objectives: Description of Activity: Materials: Environment: Extension: Materials: Environment: Extension:

Chesapeake Classrooms Lesson # ******Lesson Title***** Dimensions of Curriculum: Content: Process: Research: Product: Affective: Learning Objective: In their study of the Chesapeake Bay and nearby ocean, students will SOL Objectives: Description of Activity: Materials: Environment: Extension:

Activities list: Introduction: Globe catch: emphasize the importance of marine environments Brainstorm comparison of ocean and human body. Apple/Earth cutting demonstration from GEMS unit Map study: Examine maps of the Chesapeake watershed and then compare with RTD maps/sites on the web. Answer questions from study guide Computer stations lab rotation (in groups):

CBOS buoy data; Discrete vs. Continuous data activity Time zones/Reading a data stamp activity Gulf Stream Voyage (from day 2) How temperature and salinity vary in the bay and ocean:

Stratification lecture/demos: fresh and salt in tank; ice cubes from GEMS Ocean Currents

Lecture/demo: wind and density currents Oil on the ocean simulation Applications: Waste disposal game and/or; GNOME

Computer stations lab rotation (in groups): Lobster Hatch to Catch Where Could the Stripers Be Gulf Stream Voyage (fishing activity-- day3) Invasive species game: (include review of major Phyla and Linnaean classification) Invasive species research project: Students select an invasive/exotic species from a list, research and create a final product (web page, audio tape, poster or video) Junior Great Books shared inquiry discussion on one (or more) pieces of literature (choice to come) CBF field trip to James River. Additional optional lessons: Poems written in the voice of a Bay watershed species.

Squid dissection from GEMS unit Chesapeake vocabulary review—99 syllables game.

Chesapeake Classrooms Lesson 2 “Field trip” around the block Dimensions of Curriculum: Content: Identifying human effects on Bay ecology and natural elements in the local environment Process: Observation; Research: primary research Product: completed study guide; discussion Affective: concern for environmental preservation Learning Objective: In their study of the Chesapeake Bay Watershed, students will find examples of natural elements in the local environment, and identify effects that human activity may have on the natural world

Description of Activity: Divide students into teams of 2-3; Give each student a copy of the watershed field trip guide. Stroll around the school grounds for about half an hour, observing and recording. Return to classroom and discuss what students have observed. Materials: Pencil and clipboard; copy of Watershed field trip guide Environment: Small group Extension: (optional) Have students conduct a similar survey of their home environment, and report their findings.

Our Own Watershed “Field Trip”

1. As you walk, identify and list as many different natural elements—living and non-living--in our little part of the watershed. Put a star next to anything that John Smith might have seen when he sailed up the James almost 400 years ago.

2. Identify any man-made or natural elements that could have a positive effect on the health of the Bay

3. Identify any man-made or natural elements that could have a harmful effect on the bay and the life in it.

4. Find any evidence that shows the people who live and work in the neighborhood are aware of the Bay and the need to protect it.

Chesapeake Classrooms Lesson 4 Wikipedia Research Dimensions of Curriculum: Content: Learning details about organisms of the watershed Process: Research: Using secondary sources, both print and electronic Product: Written encyclopedia article Affective: Concern for preserving the natural world Learning Objective: In their study of the Chesapeake Bay Watershed, students will research and write an article about an organism native to the watershed. Description of Activity: Steps: 1. Select potential subject for research

2. Check Wikipedia. If an article already exists, select a different creature. 3. Gather information from at least 3 different sources, both print and electronic. Notes should include data on physical characteristics, life cycle and reproduction, habitat, defenses, feeding, and economic value to the Bay. 4. Write a draft encyclopedia article. 5. Share draft with other students and receive feedback. 6. Complete final draft of article 7. Post article on the web.

Students share articles with classmates and parents. Materials:

Encyclopedias; biology reference books; internet access.

Environment: Individual or partner activity Extension: Some students may wish to write additional articles for Wikipedia

Chesapeake Research Assignment Name__________________________ Create a Wikipedia entry. Wikipedia is an online encyclopedia created by a community of internet users. You will research and write an article to be posted on Wikipedia, for others to read, use and even add to, if they choose. Important: You will begin your research during class time, but it will be completed as homework. Directions: Choose a species from the Chesapeake Bay watershed that you want to study. You must choose a species, not a broader category of creature. For example, you could choose bluefish, but not fish, or blue crab, but not crab. 1. Check Wikipedia.com to see if an entry on this creature already exists. If it does, choose another subject. 2. Thoroughly research the creature you’ve chosen. Use at least three different references. Make sure you find details about its biological classification, its life cycle and reproduction, habitat, feeding habits, defense mechanisms, and economic value, if any. 3. Draft a Wikipedia entry about your species, in your own words. 4. Type your entry on a word processor, and save. 5. Show your entry to another student, and ask for comments and suggestions. 6. Write a final version of your entry to turn in to Mr. Fleisher 7. Submit your entry to be published in Wikipedia for the world to see. Scoresheet (100 pts.)

Exceeds expectations

Meets expectations

Shows some effort

Needs improvement

Content: includes complete information on biological classification

10 9 8 7 or less

Life cycle and reproduction

10 9 8 7 or less

Habitat, feeding and defenses

10 9 8 7 or less

Economic value to the bay

10 9 8 7 or less

Resources Accurate information; Uses at least 3 sources

20 4 or more sources

18 3 sources

15 2 sources

10 1 source

Quality of Presentation Writing is clear and well- organized; neatly and carefully done.

20 18 15 10 or less

Meets Deadline On time--20 Late 10 Very Late 5 Extremely late 0

(> 1 week) (> 2 weeks) Bonus Points: (up to 10) Includes illustration(s) of species

Carefully and accurately drawn by hand

Chesapeake Classrooms Lesson 3 Poems for Two Voices Dimensions of Curriculum: Content: Self expression through poetry Process: Collaboration; writing Research: As needed, students may gather information on their chosen creatures Product: Poem Affective: Satisfaction with written product Learning Objective: In their study of the Chesapeake Bay Watershed, students will create a poem about a creature in the watershed, modeled on the poems of Paul Fleischman. Description of Activity: Students read, practice and perform aloud one of the poems from I Am Phoenix or Joyful Noise. Students select a creature to write about; Then write a draft of their poem and submit it to teacher for suggestions. Students complete a final draft of their poem Perform the poem for the class. Materials: Copies of I Am Phoenix and Joyful Noise. Environment: Individual or partner activity. Extension: Publish selected poems in student publication.

Chesapeake Classrooms Lesson 5a CBF Field trip Dimensions of Curriculum: Content: A first-hand experience of the watershed environment Process: observation; analysis Research: primary investigation Product: group discussion; responses to activities Affective: concern for and appreciation of the environment Learning Objective: In their study of the Chesapeake Bay Watershed, students will participate in a day long field investigation of the tidal James River Description of Activity: Students will travel to Jordan Point marina and spend the day in a series of planned activities including map study, observation of human effects on the river, and collection and examination of local fauna Materials: Lunch, drink and appropriate clothing. Environment: Small and large group activities Extension: Some students may choose to have additional outdoor experiences in the natural world.

Chesapeake Classrooms Lesson 5b Aquarium field trip Dimensions of Curriculum: Content: A first-hand experience of creatures living in the watershed Process: observation; analysis Research: primary investigation Product: group discussion; responses to activities Affective: concern for and appreciation of the organisms we share our world with. Learning Objective: In their study of the Chesapeake Bay Watershed, students will participate in a field investigation of the Math/Science Center aquarium. Description of Activity: Students will travel to the Math/Science Center aquarium and spend the morning in a series of planned activities examining local fauna Materials: Comparison/contrast worksheets. Environment: Small and large group activities Extension: Some students may choose to have additional experiences looking for organisms in the natural world.

Chesapeake Classrooms Lesson 6 Vocabulary review Dimensions of Curriculum: Content: Review of vocabulary for discussing the watershed environment Process: Analysis; synthesis, comprehension Research: Product: completed puzzle Affective: enjoyment of the challenge of learning Learning Objective: In their study of the Chesapeake Bay Watershed, students will use and understand appropriate vocabulary Description of Activity: Students solve a “99 Syllables” puzzle with Bay watershed words Materials: Copies of puzzle worksheet; answer key Environment: Individual, pairs or small group Extension:

99 Syllables Chesapeake environment brackish Susquehanna estuary population watershed buffer habitat pollution eutrophication toxic nutrient sediment turbidity salinity nitrates phosphates predator consumer producer plankton conservation reduce reuse recycle oyster algae aquatic Potomac Rappahannock

Chesapeake vocabulary (31 words) Use each syllable once and only once to reassemble 31 words related to the study of the Chesapeake Bay watershed. a a a al ar bid brack buf ca cer Ches cle con con cy du duce en ent er es eu fer gae hab han han i i i i

ic in ish la lu mac ment ment na ni nock nu oy pa peake phi phates phos plank Po pol pop pred pro qua que u Rap re re re

ron sal sed ser shed ster sum Sus tat ter tic tion tion tion tion to ton tor tox trates tri tro tu tur ty ty use va vi wa