This lesson is for : Grade 4:
Summary
The Chesapeake Bay Foundation has been desperately reaching out to its community in Virginia. Blue Crabs are almost completely depleted in the Chesapeake Bay, causing other living systems, including humans, to be affected. The Chesapeake Bay Foundation has asked the community to help research the ecological issues connected to the bay’s living systems, make recommendations for improvement, and inform the public. Based on their investigation, students will develop a way to educate their community about the blue crab’s importance in our watershed, and ways to prevent and manage the population in the Chesapeake Bay in order to reduce the negative effects on Virginia’s ecosystems. Additionally, students have decided to grow SAV (submerged aquatic vegetation or bay grass) in our classroom to transplant into the Chesapeake Bay in the spring.
TIPC Ratings
Research & Information Fluency
Rating: Ideal – Explanation: Students were provided with resources to research the issues facing the blue crab and the Chesapeake Bay. As a result, the students came up with an idea to plant bay grass over the spring semester. The teacher guided students through their research and helped them develop questions to aid in their research. Students collaborated on their blue crab research using a Google Doc, given websites, and skyped with a Lead Scientist from the Chesapeake Bay Foundation.
Communication & Collaboration
Rating: Ideal – Explanation: Throughout their research, the students used Google Docs to record and communicate with one another. As a culminating project, students worked together to choose a role and target audience to educate regarding the issues surrounding the Chesapeake Bay. Students chose their small groups and projects were posted on the class blog.
Students formulated questions to an environmental scientist to ascertain more in-depth information about the current situation of their neighborhood watershed and the resident Blue Crabs in that watershed. This project also relied on team communication to develop a creative pitch to the general public for help. Not only did students have to work together to produce a product, but they also had to ensure that the product was concise and clear to their target audience. Their projects were then posted on the class blog for visitors of the page to access. Additionally, they will also be discussing and explaining the solutions they developed with an advocate for the Bay who works with the Virginia General Assembly.
Critical Thinking & Problem Solving
Rating: Ideal – Explanation: Students were presented with a problem and with various independent lessons that allowed them to develop bridges between, not only the curriculum standards, but also how their lifestyles affect the world around them. Once the problem was identified and the connections were made, students then had to develop strategies for improving the environment’s condition and the most successful ways of communicating solutions to the general public. Students then reflected on how much information was gained during this type of concept connection and how successful they believe their message was and why.
Creativity & Innovation
Rating: Ideal – Explanation: Students were able to gather and interpret information in order to formulate concise and effective ways to communicate their message. The culminating projects varied from websites, Powtoons, video documentaries and press conferences, educreations, and slideshows based upon individual interests and strengths. Students worked together to develop new and improved ways for helping the Chesapeake Bay and the community’s knowledge about it.
Lesson Materials
