Algal reporter - film at 11
Students will research and report on an nutrient related issue effecting the health of the bay. Examples can include, nutrient overloading, septic system failures, fertilizer runoff, or other areas of interest.
Students will research one Chesapeake Bay problem associated with nutrient overloading. Students will develop and defend a position regarding the nutrient load. Students will develop and defend the counter argument (why this should be allowed). Students will demonstrate the superiority of one argument against the other.
Scoring Rubric for Writing
Text and online resources Data from experiments
Students will be given two days to outline a position on one point or nonpoint pollution source in the Bay watershed. Once defined, they will work in pairs to create a PowerPoint presentation that: explains the source and potential problems, outlines a course of action that will reduce that problem, develops and defends the argument for not reducing the pollutant, and takes a position on which is the superior course.
State Standards
1.1.1- The student will recognize that real problems have more than one solution and decisions to accept one solution over another are made on the basis of many issues.
1.1.3- The student will critique arguments that are based on faulty, misleading data or on the incomplete use of numbers.
1.2.1- The student will identify meaningful, answerable scientific questions.
1.4.9- The student will use analyzed data to confirm, modify, or reject an hypothesis.
1.5.1- The student will demonstrate the ability to summarize data (measurements/observations).
1.5.2- The student will explain scientific concepts and processes through drawing, writing, and/or oral communication.
1.5.3- The student will use computers and/or graphing calculators to produce the visual materials (tables, graphs, and spreadsheets) that will be used for communicating results.(NTB)
1.5.4- The student will use tables, graphs, and displays to support arguments and claims in both written and oral communication.
1.5.5- The student will create and/or interpret graphics. (scale drawings, photographs, digital images, field of view, etc.)
3.1.3- The student will be able to compare the transfer and use of matter and energy in photosynthetic and non-photosynthetic organisms.
3.5.1- The student will analyze the relationships between biotic diversity and abiotic factors in environments and the resulting influence on ecosystems.
3.5.2- The student will analyze the interrelationships and interdependencies among different organisms and explain how these relationships contribute to the stabilty of the ecosystem.
3.5.3- The student will investigate how natural and man-made changes in environmental conditions will affect individual organisms and the dynamics of populations.
3.6.1- The student will analyze the consequences and/or trade-offs between technological changes and their effect on the individual, society, and the environment. They may select topics such as bioethics, genetic engineering, endangered species, or food supply. (NTB)
3.6.2- The student will investigate a biological issue and be able to defend their position on topics such as animal rights, drug and alcohol abuse, viral diseases (e.g., AIDS), genetic engineering, bioethics, biodiversity, population growth, global sustainability, or origin of life. (NTB)
4.5.1- The student will investigate an issue such as hazardous waste disposal, the role of food additives, and the substitution of synthetic products for natural products.
6.1.1- The student will demonstrate that matter cycles through and between living systems and the physical environment constantly being recombined in different ways. At least nitrogen cycle carbon cycle phosphorus cycle (rock/mineral) hydrologic cycle
6.2.1- The student will explain how organisms are linked by the transfer and transformation of matter and energy at the ecosystem level. At least Photosynthesis/respiration Producers, consumers, decomposers Trophic levels Pyramid of energy/pyramid of biomass
6.2.2- The student will explain why interrelationships & interdependencies of organisms contribute to the dynamics of ecosystems. At least Interspecific and intraspecific competition Niche Cycling of materials among organisms Equilibrium/cyclic fluctuations Dynamics of disturbance and recovery Succession: aquatic and terrestrial
6.2.3- The student will conclude that populations grow or decline due to a variety of factors. At least Linear/exponential growth Carrying capacity/limiting factors Species specific reproductive factors (such as birth rate, fertility rate) Factors unique to the human population (medical, agricultural, cultural) Immigration/emigration Introduced species
6.3.2- The student will evaluate the interrelationship between humans and water quality and quantity. At least fresh water supply point source/nonpoint source pollution waste water treatment thermal pollution Chesapeake Bay and its watershed eutrophication human health
6.3.3- The student will evaluate the interrelationship between humans and land resources. At least wetlands soil conservation mining solid waste management land use planning human health
Lesson Resources
Scoring Rubic for Writing