Watching Our Watersheds

Watching Our WatershedsCarol Kopp

Watershed Unit SummaryThis unit is intended to provide students with a basic understanding of how natural processes and human interactions impact watershed systems. This includes an understanding of the physical geography of Virginias portions of the three major watershed systems (the Chesapeake Bay, the North Carolina sounds, and the Gulf of Mexico) and the various features associated with moving water (surface and groundwater). Students are introduced to major safety and conservation issues associated with watersheds and become familiar with the testing parameters and tools used in the field. It is intended that students will actively develop scientific investigation, reasoning, and logic skills (6.1) in the context of the key concepts presented in this standard. To assess their understanding of the unit concepts, students will create a brochure (using Microsoft Publisher) that will discuss why water is important and ways people can protect this resource.

Curriculum Framing QuestionsEssential Question:Why is clean water important?

Unit Questions:How can we determine if a waterway is polluted and from what source?What are the effects of polluted water on the ecosystem?

Content Questions:What different tests we can use to determine what is polluting a body of water?Can we determine the source of a water pollutant?How can we mitigate the effects of a polluted waterway on the environment?How can we best manage water as a resource?

Student Acquisition of21st Century SkillsNot only will students learn the required content, they will develop the skills necessary in applying this information.They will develop the skill needed to locate information and analyze its validity and relevance to the topic.They will apply collaboration skills by working together in a group to develop a product.They will increase their technology skills by using publishing software to create a product (brochure).My GoalsIncorporate more technology into my lessons.Increase formative feedback by teacher, peers, and student, to improve student performance.Allow students to be more self-directed in their knowledge acquisition.Assessment of Student AchievementBefore project work begins, student understanding of the topic will be done through a think-pair-share activity using sticky notes and the Smart Board.While students are working on the project, acquisition of pertinent knowledge will be done through questioning and observation, students responses to lesson question on a wiki group journal, as well as peer and self-assessment. On-line quizzes will also be administered.Summative assessment will be done through the evaluation of the student group product (brochure), as well as a unit test.Feedback RequestsI would like feedback as to whether or not I am staying on track, focusing on my unit goals.