Students for Saving the Bay – Inform the World

TIPC Ratings

IDEAL/TARGET – The Biology students identified appropriate digital tools and other resources to acquire information about the Chesapeake Bay. They gathered information through a variety of methods including: Internet research, web-based surveys, guest speakers, field trips, blog discussions, and interviews. After synthesizing the new learning, students had to apply their knowledge to determine what people could do in their own backyards or around the world to preserve the bay. They created innovative solutions not discussed in class and created movies, posters, and electronic pamphlets to promote their cause. The pollution of the Chesapeake Bay is a real world problem and the students offered real solutions.

IDEAL/TARGET – Students formed collaborative teams and selected appropriate technologies to solve the real-world problem of the Chesapeake Bay. Students worked together to create original movies, web-based surveys, posters, blogs, and electronic pamphlets. Each group was headed by a facilitator and each of the other students assumed a role as a researcher, creator, and editor. Each groups’ work was peer reviewed and assessed based on a rubric.
Students extended the communication beyond their classroom walls, by participating in the ongoing blog discussion with Mrs. Brookes’ other classes at JR Tucker HS and Hermitage HS, Henrico HS government classes, The Math and Science Innovation Center, and with students in Germany and Bangladesh. On the blog, Mrs. Brookes’ students collaborated with students outside the classroom to explore solutions to the pollution of the Chesapeake Bay. Also, the students used the web-based survey to gather information from both J.R. Tucker HS and Henrico HS.
Internationally the state of the Chesapeake Bay is important for oyster and blue crab production for consumption. Additionally, all water flows together; the current’s pollution may travel to other water ways and pollution could magnify in other areas (biological magnification). Globally, freshwater is limited.

The students also communicated with the Department of Education and asked the State Superintendent to mandate a day for every teacher to teach a lesson devoted to the preservation of the Chesapeake Bay.

IDEAL/TARGET – Students used the knowledge they learned about the Bay to ask and answer open-ended questions. For example: Where is most of the pollution coming from? What would happen to our economy if we lost the Chesapeake Bay? What can I do in my backyard? Next, students evaluated the Bay situation and developed solutions to the pollution problem. For example: increase the numbers of oysters because they act as filters and clean the bay; and plant natural areas where rain can be absorbed into the ground instead of going into the streets causing runoff. Finally, students created products to influence legislation and inform the community about their role in preserving the Bay. Students used multiple resources to draw conclusions. For example: global online discussion via blog, guest speaker, two school web-based survey, field trip to two local rivers, and teacher/student interviews. There was no one right answer to solve the pollution problem, so students focused on promoting alternatives to decrease pollution or increase preservation.

IDEAL/TARGET – After conducting all research and exploring all data collected through a variety of methods, the students worked collaboratively to identify solutions to the pollution problem of the Chesapeake Bay. The students created products that offered unique real world alternatives and recommendations to preserve the Bay. For example, the students designed “A Day of the Bay” where all schools in Virginia dedicate one day a year to teaching lessons about preserving the Chesapeake Bay. Students created innovative products that have value for specific audiences. For example: an electronic pamphlet for the community, posters for the student body, and a video for world.