| Students will be shown photographs of fish kills from the Chesapeake
Bay and North Carolina. In think-pair-share format, students must
answer the question, “What caused this to happen?” This will lead the
class discussion and future direction.
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| Objectives |
|
Students will use observations to make assessments about fish from fish kills.
Students will record ideas and share them in small groups.
Teacher
will lead students through the powerpoint presentation about Harmful
Algae (developed from my research fellowship) for background
information.
Students will develop a classroom banner of ideas that will guide further discussion.
|
| Materials |
|
Butcher paper
Markers |
| Procedure |
1. Students will be shown photographs of fish kills from the
Chesapeake Bay and North Carolina (see Lesson Resources: Fish Kill
Photographs).
2. In think-pair-share format, students must answer the question, “What caused this to happen?”
3. Students will view the Harmful Algae powerpoint presentation along with the teacher.
4. A student volunteer will record ideas generated by the class on a piece of butcher paper.
5. This paper will hang in the classroom throughout the duration of the lesson. |
| References |
|
Blankenship, K. 2002 Scientists isolate toxin from fish-killing algae in watershed. Bay Journal, 12, (8) 6-7.
Mlot, C., 1997 The Rise in Toxic Tides: What’s behind the ocean blooms? Science News, 152, (13), 202-204.
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| State
Standards |
1.4.2- The student will analyze data to make predictions, decisions, or draw conclusions.
3.5.1- The student will analyze the relationships between biotic diversity and abiotic factors in environments and the resulting influence on ecosystems.
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| Lesson Resources |
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