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.
