Content Knowledge
Declarative
Students will know that:
The Black River watershed is a large geographic area of New York, flowing from the Adirondack region and the Tug Hill Plateau, leading eventually to the Lake Ontario Lowlands through Watertown to Dexter into the Black River Bay.
From Watertown to the Black River's mouth in Black River Bay, the river gorge is composed of limestone, a sedimentary rock.
The landscape and rock-record tell a story of past environments. The sedimentary rocks of this specific area formed during the Ordovician Period, in the Paleozoic Era. Their environment of formation is typically described as a warm, shallow sea.
Distinct horizontal rock layers and fossils are excellent indicators of the rocks' sedimentary origins.
When interpreting the age and sequence of specific rock formations, the oldest layers are on the bottom, unless they have been disturbed.
River discharge is directly related to precipitation and seasonal fluctuations.
River velocity is directly related to discharge.
River velocity is greatest on the outside of the meander, which is also where the river has the greatest erosional force.
Topographic maps describe landscape features including elevation, direction of water flow, gradient and some human development features such as roads and bridges.
Specific equipment and skills are required to safely navigate the flowing current of the Black River.
Business letter to local rafting company requesting information.
Deductive reasoning.
Problem solving models.
Procedural
Students will be able to:
Use maps to identify landscape regions and drainage patterns producing the Black River.
Recognize typical features of sedimentary rocks in their natural environment.
Describe the local environment millions of years ago that produced the rocks we see today.
Use data from the Internet to monitor precipitation at key locations in the watershed and relate to river discharge in Watertown.
Work in small groups to create PowerPoint presentations pertaining to the Black River watershed, its geologic history and sedimentary rocks, river flow and velocity, and safe rafting procedures.
Analyze river conditions to determine a safe rafting route through rapids.
Use proper procedures in small/large group discussions.
Infer/hypothesize/generalize - compare and contrast
Plan and execute a rafting field trip on the Black River.
Create a PowerPoint presentation about an assigned Black River/rafting topic.
Research assigned Black River/rafting topic within groups by using provided Websites and other reference sources.
Use Microsoft Publisher to create a brochure/pamphlet on their assigned Black River/rafting topic.
Edit the Black River/rafting brochure/pamphlet and PowerPoint presentation.
Draw conclusions
Use problem solving models
Take notes and revise their writing
Business letters to solicit information on grant money.
Essential Questions
Why is important to know the geographic areas that drain into the Black River?
How could you use a topographic map to help plan a river rafting trip?
How do fluctuations in precipitation affect river discharge and velocity?
If you were a raft guide, how would you determine the best route when rafting rapids and what safety information would you need to give to your customers?
What do fossils tell us about prehistoric environments?
What are some ways that you, as a class, could raise money for the field trip?
How can we use the Black River as a hands-on approach to review for the Earth Science Regents?
Why is it important to respect the Black River and learn safety procedures when boating on it?
Miscellaneous Notes on Implementation
When grouping students, the teacher(s) will choose who will be in each group based on their computer experience and whether they are classified students with special needs. Teachers will give an informal survey to students to determine who has Internet, Microsoft Publisher, spreadsheet and PowerPoint skills. The groups will have at least one student with computer expertise in each group. Also, special education students will be divided up in order to make the groups heterogeneous. Students will receive instruction from the computer teacher prior to and during the unit in the various areas of technology they will need to know to complete their projects. Also, ninth period (after school) computer literacy classes will be set up with the technology teacher.
Many communities lack the necessary fundraising opportunities due to a saturation of money raising events from other organizations. This can be alleviated by directing students to think of fundraisers they can perform outside their local community such as car washes and bake sales in Watertown. If the funds are still short, students can be directed to brainstorm organizations they believe would donate money to their cause (ie) local teacher’s union, parent organizations, American Legion and/or the school itself.
The intent of this unit is to provide a motivating framework that helps students review various earth science topics. The learning experiences are very hands-on and will hopefully allow students the opportunity to integrate the material through their own involvement. This unit could also be used to teach the topics initially as well as a means to review for the state test.
We realize that not all schools have a licensed raft guide on staff, but there are rafting companies in the area that would be able to assist your school’s needs. The company that the authors used for their trip was Whitewater Challengers, located in Dexter, New York. They were extremely helpful in setting up the trip and can be contacted at 315-639-3735.
AUTHOR BIOGRAPHIES
The authors of this unit, Gail Filas and Janet Quinn, have been or currently are advisors at Sackets Harbor Central School. Each of these experiences has enabled the authors to become proficient at fundraising and guiding students to meeting their financial goals. The authors believe that the monetary goals of this project are feasible as well as realistic. Please feel free to contact either of them if you do not feel confident about the planning and execution of the field trip.
Gail Filas has been the resource room teacher for grades 7 –12 at Sackets Harbor School for eight years. She was the advisor to both the Classes of 1995 and 1999 as well as the Yearbook editor/advisor for three years. Also, she is a licensed New York State raft guide for the Black River.
Janet S. Quinn teaches Earth Science and Biology and is currently the class of 2003 advisor. In the past, she has worked extensively with municipalities and organizations to protect and enhance local natural, historic and recreational resources.
Initiating Activity (day 1)
Declarative Knowledge:
Specific equipment and skills are required to safely navigate the flowing current of the Black River.
Procedural Knowledge:
Use proper procedures in small/large group discussions.
Plan and execute a rafting field trip on the Black River.
Problem solving models
Draw conclusions
Essential Question:
How can we use the Black River as a hands-on approach to review for the Earth Science Regents?
Why is it important to respect the Black River and learn safety procedures when boating on it?
Connections to MST Standards:
4. Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
5. Students will understand the relationships and common themes that connect mathematics, science, and technology and apply themes to these and other areas of learning.
7. Students will apply knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
Connection to ELA Standards:
1. Read, write, listen, and speak for information and understanding.
Relate new information to prior knowledge and experience.
3. Students will read, write, listen, and speak for critical analysis and evaluation.
Understand that within any group there are many different points of view depending on the particular interests and values of the individual and recognize those differences in presentations.
4. Students will listen, speak, read, and write for social interaction.
Listen attentively to others and build on others’ ideas in conversations with peers and adults.
Express ideas and concerns clearly and respectfully in conversations and group discussions.
Skillfully use the language conventions for a wide variety of social situations, such as informal conversations.
Use verbal and nonverbal skills to improve communication with others.
Procedure:
Gail Filas, a licensed river guide, will begin the class dressed in river gear (helmet, life jacket, paddle, etc.) to peak student’s interest. In order to learn what the students know and perceive about the Black River, they will be given a worksheet that will be in the KWL - Plus format. This strategy asks students to list what they Know, what they Want to know, what they Learned (to be done at the end of the unit), Plus categories expected to be covered. Students will take about five minutes to fill out the worksheet and another five minutes to discuss their responses. While the students discuss their answers, the teacher will fill out a chart-size KWL sheet with their responses. At the end of the unit, students will go back over their initial responses and fill in the “What I Learned"
The teacher will then begin a short safety discussion about rafting, go over basic commands and instruct students on proper paddling procedures. If possible, the students will each have a paddle to practice with and will simulate sitting in a raft by positioning themselves on the lab tables.
Students will be given a list of the basic Earth Science topics that are covered on the state Regents exam; this will be the “Plus” section of the KWL - Plus. Students will next view an eight to ten minute video of the Black River complete with scenes of the various rapids, the hydroelectric dam, and the canyon section which contains rock layers and fossils. The students will then choose which Earth Science topics (categories) that they see being covered in the video. Not all topics will be covered in the unit; specific responses the teachers will be looking for are: river flow, river velocity, watersheds, sedimentary rocks/rock cycle and geologic history/interpretation.
Assessment:
Observation...the teacher will circle the room while students are completing the KWL-Plus worksheet and categorizing relevant topics.
Large group discussion...once students have completed relevant sections of the KWL – Plus, they will discuss their responses with one another. Also, students will share which topics they believe will be covered throughout the unit and justify their answers.
Individual student worksheets
Learning Experience #1
(day:3 )
Business letter
Declarative Knowledge:
Business letter to local rafting company requesting information.
Procedural Knowledge:
Plan and execute a rafting trip (whole group).
Draw conclusions.
Synthesize/prioritize information.
Problem solving models
Essential Questions:
What are some ways that you, as a class, could raise money for the field trip?
Connections to MST Standards:
2. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
Use a range of equipment and software to integrate several forms of information in order to create good quality audio, video, graphic, and text based presentations.
Systematically obtain accurate and relevant information pertaining to a particular topic from a range of source, including local and national media, Internet sources, libraries, and industries.
Connection to ELA Standards:
4. Students will listen, speak, read, and write for social interaction.
Listen attentively to others and build on others’ ideas in conversations with peers and adults.
Express ideas and concerns clearly and respectfully in conversations and group discussions.
Skillfully using the language conventions for a wide variety of social situations, such as informal conversations.
Using a variety of print and electronic forms for social communication with peers and adults.
Make effective use of language and style to connect the message with the audience and take into account the ideas and interests expressed by the person receiving the message.
Use verbal and nonverbal skills to improve communication with others.
Procedure:
Students will write business letters (based on the rubric in Appendix 3) on a word processor to a local rafting company (Whitewater Challengers) requesting information regarding the cost of a scout rafting trip and the various meals that are available. They will also be directed to garner information about special group prices for their rafting trip. Other information they should ask for will include requesting a reservation date and time along with suggestions as to appropriate attire for the trip. Once the students receive the requested information, a learning experience will take place in which the students will plan a budget and fundraisers to achieve their monetary goal. Also, a checklist is provided in Appendix 6 as a guideline of requirements for the letter.
Students will also write various letters to local community businesses (ie. Wal-Mart) and organizations (PTS&F, local teacher’s union) requesting information regarding grants and possible donations.
2. Assessment:
The letters will be written in the “writing process” format. After the individual student has edited/revised their own letter, they will switch letters with a partner and edit each other’s work. The final copy will be submitted to the teacher for final review and graded according to the attached rubric (Appendix 3).
Business letter checklist in Appendix 6
Learning
Experience #2 (Day4)
Black River Watershed
Declarative Knowledge:
The Black River watershed is a large geographic area of New York, flowing from the Adirondack region and the Tug Hill Plateau, leading eventually to the Lake Ontario Lowlands through Watertown to Dexter into the Black River Bay.
River discharge is directly related to precipitation and seasonal fluctuations.
Topographic maps describe landscape features including elevation, direction of water flow, gradient and some human development features such as roads and bridges.
Procedural Knowledge:
Use maps to identify landscape regions and drainage patterns producing the Black River.
Draw conclusions.
Use proper procedures in small/large group discussions.
Infer/hypothesize/generalize - compare and contrast
Use problem-solving models.
Essential Questions:
Why is important to know the geographic areas that drain into the Black River?
How could you use a topographic map to help plan a river rafting trip?
Connection to MST Standards:
5. Students will understand the relationships and common themes that connect mathematics, science, and technology and apply themes to these and other areas of learning.
7. Students will apply knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
Connection to ELA Standards:
1. Read, write, listen, and speak for information and understanding.
Compare and synthesize information from different sources.
Relate new information to prior knowledge and experience.
3. Students will read, write, listen, and speak for critical analysis and evaluation.
Understand that within any group there are many different points of view depending on the particular interests and values of the individual and recognize those differences in presentations.
4. Students will listen, speak, read, and write for social interaction.
Listen attentively to others and build on others’ ideas in conversations with peers and adults.
Express ideas and concerns clearly and respectfully in conversations and group discussions.
Skillfully using the language conventions for a wide variety of social situations, such as informal conversations.
Use verbal and nonverbal skills to improve communication with others.
1. Procedure:
The purpose of this activity is for students to review and connect earth science vocabulary/concepts to the natural resources involved with the rafting field trip.
The teacher should help students form groups of five to six, the same number of students that will be in the rafts. These groups, for the most part, will be working together throughout the unit and be in the same raft the day of the field trip. The teacher will ask the students to brainstorm what skills they feel are necessary for each crew/group. The teacher will guide students in their selection of important traits needed for each group, focusing on computer skills, swimming ability, leadership skills, water/boat experience, etc. Student ideas will be generated into an informal survey for them to complete the next day. Results will be tallied and shared with the class. Students will then use the info to form their rafting crews. It will be at the teacher’s discretion to change group members if need be. Groups will name themselves using actual names of Whitewater Challenger rafts or Black River Rapids.
Students will complete the graphic organizer worksheet located in Appendix 2 by using their notes, textbook, review book and a map of northern New York that includes the Black River and its tributaries. Students will make connections pertaining to the vocabulary words and concepts to the Black River watershed and the planned whitewater rafting field trip.
Global connections can be made by asking students where the Black River's water goes after reaching Lake Ontario and to identify several other significant watersheds.
Explain to students that their graphic organizer will help them in the next learning activity of this unit.
For the next class "bell-ringer" the teacher will have students take a quiz on the basic facts and interconnections made in their graphic organizers.
Assessment:
Observationthe teacher monitors student group discussions as they work to develop their graphic organizers.
The groups' graphic organizers and the follow-up class discussion indicate student understanding.
Learning Experience #3 (Day 5)
River Flow and Technology
Declarative Knowledge:
The Black River watershed is a large geographic area of New York, flowing from the Adirondack region and the Tug Hill Plateau, leading eventually to the Lake Ontario Lowlands through Watertown to Dexter into the Black River Bay.
River discharge is directly related to precipitation and seasonal fluctuations.
Topographic maps describe landscape features including elevation, direction of water flow, gradient and some human development features such as roads and bridges.
Procedural Knowledge:
Use maps to identify landscape regions and drainage patterns producing the Black River.
Use data from the Internet to monitor precipitation at key locations in the watershed and relate to river discharge in Watertown.
Work in small groups to create PowerPoint presentations pertaining to the Black River watershed, its geologic history and sedimentary rocks, river flow and velocity, and safe rafting procedures.
Infer/hypothesize/generalize - compare and contrast
Essential Questions:
Why is important to know the geographic areas that drain into the Black River?
How do fluctuations in precipitation affect river discharge and velocity?
How could you use a topographic map to help plan a river rafting trip?
Connection to MST Standards:
2. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
Use a range of equipment and software to integrate several forms of information in order to create good quality audio, video, graphic, and text based presentations.
Ø Systematically obtain accurate and relevant information pertaining to a particular topic from a range of source, including local and national media, Internet sources, libraries, and industries.
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply themes to these and other areas of learning.
7. Students will apply knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
Connection to ELA Standards:
1. Read, write, listen, and speak for information and understanding.
Compare and synthesize information from different sources.
Relate new information to prior knowledge and experience.
3. Students will read, write, listen, and speak for critical analysis and evaluation.
Understand that within any group there are many different points of view depending on the particular interests and values of the individual and recognize those differences in presentations.
4. Students will listen, speak, read, and write for social interaction.
Listen attentively to others and build on others’ ideas in conversations with peers and adults.
Express ideas and concerns clearly and respectfully in conversations and group discussions.
Use verbal and nonverbal skills to improve communication with others.
Procedure:
This learning activity involves a group assignment with multiple tasks. Working within their raft groups of five or six, students will divide tasks to complete the following group assignment:
Use the Internet to research changes in the Black River flow during the past three months (March-May). Some suggested sites for reliable information are www.hrbrrd.com (the data site for the Hudson River- Black River Regulatory District), www.weather.com (current weather stats) and www.wunderground.com (historical weather stats). To maintain the watershed concept, each group will identify river discharge changes for the following rivers/locations:
Stillwater Reservoir/Beaver River
Independence River
Black River at Boonville
Black River at Watertown
Each person in the group will choose a river to investigate over the specified time period. Students will be responsible for:
peak flow of the month
low flow of the month
weekly average flow
weekly average precipitation and temperature
graph weekly averages for a three month period
The information collected on weekly averages will be displayed in graph form (one separate graph/average). Finally, students will be expected to summarize their data and draw conclusions about the relationship between river flow, precipitation and temperature.
The students in each group will compile their individual reports into one cohesive project and summarize their collective findings on the seasonal fluctuations of the Black River Watershed.
2. Assessment:
Observationthe teacher will monitor group discussions as they work on assigned tasks.
Individual and group spreadsheets, graphs, reports, and log sheets.
Learning Experience #4 (Day 7)
River Velocity
Declarative Knowledge:
The Black River watershed is a large geographic area of New York, flowing from the Adirondack region and the Tug Hill Plateau, leading eventually to the Lake Ontario Lowlands through Watertown to Dexter into the Black River Bay.
River discharge is directly related to precipitation and seasonal fluctuations.
River velocity is directly related to discharge.
River velocity is greatest on the outside of the meander, which is also where the river has the greatest erosional force.
Specific equipment and skills are required to safely navigate the flowing current of the Black River.
Deductive reasoning
Procedural Knowledge:
Use proper procedures in small/large group discussions.
Infer/hypothesize/generalize - compare and contrast
Use problem solving models
Essential Questions:
How do fluctuations in precipitation affect river discharge and velocity?
If you were a raft guide, how would you determine the best route when rafting rapids and what safety information would you need to give to your customers?
Connection to MST Standards:
2. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
Use a range of equipment and software to integrate several forms of information in order to create good quality audio, video, graphic, and text based presentations.
Ø Systematically obtain accurate and relevant information pertaining to a particular topic from a range of source, including local and national media, Internet sources, libraries, and industries.
4. Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
5. Students will understand the relationships and common themes that connect mathematics, science, and technology and apply themes to these and other areas of learning.
7. Students will apply knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
Connection to ELA Standards:
1. Read, write, listen, and speak for information and understanding.
Interpret and analyze information from textbooks and nonfiction books for young adults, as well as reference materials, audio and media presentations, oral interviews, graphs, charts, diagrams and electronic data bases intended for a general audience.
Relate new information to prior knowledge and experience.
3. Students will read, write, listen, and speak for critical analysis and evaluation.
Understand that within any group there are many different points of view depending on the particular interests and values of the individual and recognize those differences in presentations.
4. Students will listen, speak, read, and write for social interaction.
Listen attentively to others and build on others’ ideas in conversations with peers and adults.
Express ideas and concerns clearly and respectfully in conversations and group discussions.
1. Procedure:
Students will continue working in raft groups.
Each group will be given a stream tray and various materials to model river velocity concepts represented by one of the following demonstrations:
"Speedy" - This demonstration illustrates that running water creates erosion of soil and rock; that as slope increases, velocity and erosion increases; as discharge increases, velocity and erosion increases.
"Obstacle Wander" - This demonstrates that running water flows around
obstacles, such as rocks, and will move in a path of least resistance. This, in turn, affects velocity.
"Meandering Curves" - This models the "typical" stream/river current velocity patterns in straight channels and meanders, illustrating areas of greatest/least velocity, erosion and deposition.
Groups will prepare materials (the water, stream tray and correct incline, sand, gravel and rocks) and present a demonstration to the rest of the class as a review of basic facts and concepts.
The time frame for this lesson will be as follows:
5 minutes - give overview and requirements of activity
5 minutes - student prep time
20 minutes - group presentations of river concepts
5 minutes - wrap up of lesson
The teacher should help students make direct connections to the Black River, including topographic changes, changes in channel width and velocity, discharge fluctuations and velocity, and obstacles in river. Descriptions of various Black River rapids and a map of the rafting route will be provided to aid in the discussion. These concepts may be related to choosing a "path" while rafting the river.
2. Assessment:
Observationthe teacher monitors student group discussions as they prepare their demonstrations.
The group demonstrations to the class and follow-up class discussion indicate student understanding.
Learning Experience #5 (Day 8)
Sedimentary Rocks
Declarative Knowledge:
From Watertown to the Black River's mouth in Black River Bay, the river gorge is composed of limestone, a sedimentary rock.
The landscape and rock-record tell a story of past environments. The sedimentary rocks of this specific area formed during the Ordovician Period, in the Paleozoic Era. Their environment of formation is typically described as a warm, shallow sea.
Distinct horizontal rock layers and fossils are excellent indicators of the rocks' sedimentary origins.
When interpreting the age and sequence of specific rock formations, the oldest layers are on the bottom, unless they have been disturbed.
Deductive reasoning
Procedural Knowledge:
Recognize typical features of sedimentary rocks in their natural environment.
Describe the local environment millions of years ago that produced the rocks we see today.
Work in small groups to create PowerPoint presentations pertaining to the Black River watershed, its geologic history and sedimentary rocks, river flow and velocity, and safe rafting procedures.
Use proper procedures in small/large group discussions.
Use Microsoft Publisher to create a brochure/pamphlet on their assigned Black River/rafting topic.
Edit the Black River/rafting brochure/pamphlet and PowerPoint presentation.
Essential Questions:
What do fossils tell us about prehistoric environments?
Connections to MST Standards:
4. Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living
environment and recognize the historical development of ideas in science.
5. Students will understand the relationships and common themes that connect mathematics, science, and technology and
apply themes to these and other areas of learning.
Connection to ELA Standards:
1. Read, write, listen, and speak for information and understanding.
Interpret and analyze information from textbooks and nonfiction books for young adults, as well as reference materials, audio and media presentations, oral interviews, graphs, charts, diagrams and electronic data bases intended for a general audience.
Compare and synthesize information from different sources.
Relate new information to prior knowledge and experience.
3. Students will read, write, listen, and speak for critical analysis and evaluation.
Understand that within any group there are many different points of view depending on the particular interests and values of the individual and recognize those differences in presentations.
4. Students will listen, speak, read, and write for social interaction.
Listen attentively to others and build on others’ ideas in conversations with peers and adults.
Express ideas and concerns clearly and respectfully in conversations and group discussions.
Skillfully using the language conventions for a wide variety of social situations, such as informal conversations.
Use verbal and nonverbal skills to improve communication with others.
1. Procedure:
The purpose of this activity is to briefly review the three types of rocks, then focus on sedimentary rocks. Topics to be covered will include the sedimentary rock formation process, identifying characteristics of sedimentary rocks, rock sequence (bottom to top) and Black River Limestone.
Using a prepared list of vocabulary words/concepts, each student will make a mobile or a poster that accurately identifies and connects vocabulary words/concepts while making specific connections to the Black River. The project should be divided into the five topics listed in Appendix 11.
Explain to students that their poster or mobile will help them in the next learning activity of this unit.
For the next class "bell-ringer" the teacher should quiz students on the basic facts and interconnections made in their mobile/poster project.
2. Assessment:
Observationthe teacher monitors students as they work to develop their mobile or poster.
Large group discussionthe follow-up class discussion will indicate student understanding.
Individual student mobiles or poster.
Learning Experience #6 (Day 9)
Geologic History and Interpretation
Declarative Knowledge:
From Watertown to the Black River's mouth in Black River Bay, the river gorge is composed of limestone, a sedimentary rock.
The landscape and rock-record tell a story of past environments. The sedimentary rocks of this specific area formed during the Ordovician Period, in the Paleozoic Era. Their environment of formation is typically described as a warm, shallow sea.
Distinct horizontal rock layers and fossils are excellent indicators of the rocks' sedimentary origins.
When interpreting the age and sequence of specific rock formations, the oldest layers are on the bottom, unless they have been disturbed.
Procedural Knowledge:
Recognize typical features of sedimentary rocks in their natural environment.
Describe the local environment millions of years ago that produced the rocks we see today.
Use proper procedures in small/large group discussions.
Essential Questions:
What do fossils tell us about prehistoric environments?
Connections to MST Standards:
2. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
Use a range of equipment and software to integrate several forms of information in order to create good quality audio, video, graphic, and text based presentations.
Ø Systematically obtain accurate and relevant information pertaining to a particular topic from a range of source, including local and national media, Internet sources, libraries, and industries.
4. Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
5. Students will understand the relationships and common themes that connect mathematics, science, and technology and apply themes to these and other areas of learning.
7. Students will apply knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
Connection to ELA Standards:
1. Read, write, listen, and speak for information and understanding.
Interpret and analyze information from textbooks and nonfiction books for young adults, as well as reference materials, audio and media presentations, oral interviews, graphs, charts, diagrams and electronic data bases intended for a general audience.
Compare and synthesize information from different sources.
Relate new information to prior knowledge and experience.
3. Students will read, write, listen, and speak for critical analysis and evaluation.
Understand that within any group there are many different points of view depending on the particular interests and values of the individual and recognize those differences in presentations.
4. Students will listen, speak, read, and write for social interaction.
Listen attentively to others and build on others’ ideas in conversations with peers and adults.
Express ideas and concerns clearly and respectfully in conversations and group discussions.
Use verbal and nonverbal skills to improve communication with others.
Procedure:
The purpose of this activity is to briefly review basic rock history and sequence interpretation.
Students will continue working in their raft groups.
Using reference materials provided by the teacher, including Internet sites, students will investigate the Paleozoic Era - Ordovician Period. This is the geologic time period that the Black River limestone formed. Student groups will research, briefly summarize, and give an oral presentation to the class on the following information pertaining to the Black River limestone formation:
The Ordovician Period within the Geologic Time Scale
The changing positions of the continents, which affected world climates and evolution of life.
The sedimentary rock formation process with respect to layering, fossils, particle size, environment of formation and its relationship within the rock cycle.
Fossils that may be typical of this period and what they may tell us about historic environments.
Assessment:
Observation...the teacher will monitor the discussions by circling the room.
The groups' research and oral presentation to the class indicate student understanding.
Learning Experience #7 (day
10)
Fundraising Budget
Declarative:
Deductive reasoning
Problem solving models
Procedural:
Use proper procedures in small/large group discussions.
Infer/hypothesize/generalize - compare and contrast
Plan and execute a rafting trip (whole group).
Draw conclusions.
Synthesize/prioritize information to be able to recognize relationships.
Essential Questions:
What are some ways that you, as a class, could raise money for a field trip?
Connections to MST Standards
7. Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life
problems and make informed decisions.
Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to: work effectively, gather and process information, generate and analyze ideas, observe common themes, realize ideas and present results.
Connection to ELA Standards
3. Students will read, write, listen, and speak for critical analysis and evaluation.
Understand that within any group there are many different points of view depending on the particular interests and values of the individual and recognize those differences in presentations.
4. Students will listen, speak, read, and write for social interaction.
Listen attentively to others and build on others’ ideas in conversations with peers and adults.
Express ideas and concerns clearly and respectfully in conversations and group discussions.
Skillfully using the language conventions for a wide variety of social situations, such as informal conversations.
Use verbal and nonverbal skills to improve communication with others.
1. Procedure:
Once students receive their responses from Whitewater Challengers rafting company they will now need to plan their budget and means to acquire the money. The teacher must ask students to set some guidelines for the trip. Suggested topics would include:
How many chaperones will they need to participate and how much will this cost?
What meal would students like to eat (hot dog lunch or chicken dinner) and how will this affect the cost?
Will the students tip their guides and if so, what will the amount be?
How much will each students contribute toward the trip?
Students will be broken up into their raft groups to discuss the guidelines that have been specified. Each group will formulate what they believe to be the response to each question. The groups will be given a copy of the Student/Group Budget sheet to fill out (see Appendix 1, Student/Group Budget). Each group will be responsible for producing a budget of projected costs for their group for the rafting trip according to the guidelines they set in their individual groups. Also, the groups need to formulate a list of fundraiser suggestions they could use to earn the money while in their small groups.
Once the students have finished within their small groups, the class will be brought back together to share their information and put together a class plan and budget. Finally, students will share their list of suggested fundraisers and choose which ones they feel would be the most effective and realistic to accomplish their monetary goal.
2. Assessment:
Observation...the teacher will monitor the discussions by circling the room.
Copies of student budgets will be collected and evaluated for correct mathematical operations.
Assessment will also be based on...
How much money students raise through fundraisers with respect to the goal they have set for themselves.
How closely their budgeted amount needed compares to the actual cost of the rafting trip.
Culminating Activity (days: 12-15
)
Declarative Knowledge:
Deductive reasoning.
Problem solving models
Procedural Knowledge:
Use proper procedures in small/large group discussions.
Draw conclusions.
Infer/hypothesize/generalize - compare and contrast.
Synthesize/prioritize information to be able to recognize relationships.
Create a PowerPoint presentation about an assigned earth science topic.
Research assigned Earth Science topic area within groups using sources provided by the teacher.
Use Microsoft Publisher to create a brochure/pamphlet on their assigned Earth Science topic.
Edit the Earth Science topic brochure/pamphlet and PowerPoint presentation.
Essential Questions:
Why is important to know the geographic areas that drain into the Black River?
How could you use a topographic map to help plan a river rafting trip?
How do fluctuations in precipitation affect river discharge and velocity?
If you were a raft guide, how would you determine the best route when rafting rapids and what safety information would you need to give to your customers?
What do fossils tell us about prehistoric environments?
How can we use the Black River as a hands-on approach to review for the Earth Science Regents?
Why is it important to respect the Black River and learn safety procedures when boating on it?
Connection to MST Standards:
2. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
4. Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
7. Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
Connection to ELA Standards:
1. Read, write, listen, and speak for information and understanding.
Organize information according to an identifiable structure.
Relate new information to prior knowledge and experience.
Interpret and analyze information from textbooks and nonfiction books for young adults, as well as reference materials, audio and media presentations, oral interviews, graphs, charts, diagrams and electronic data bases intended for a general audience.
Compare and synthesize information from different sources.
3. Students will read, write, listen, and speak for critical analysis and evaluation.
Understand that within any group there are many different points of view depending on the particular interests and values of the individual and recognize those differences in presentations.
Analyze, interpret, and evaluate information, ideas, organization, and language from academic and nonacademic texts.
4. Students will listen, speak, read, and write for social interaction.
Listen attentively to others and build on others’ ideas in conversations with peers and adults.
Express ideas and concerns clearly and respectfully in conversations and group discussions.
Skillfully using the language conventions for a wide variety of social situations, such as informal conversations.
Use verbal and nonverbal skills to improve communication with others.
1. Procedure:
The culminating activity will be divided into two components, a group presentation and an individual project.
Group Presentation
At the beginning of the unit, students will be broken up into small groups of five to six individuals. Each group will be given an Earth Science topic to research. The groups will be expected to use a variety of resources, including a teacher provided resources, in order to find information to use in their presentations to the class. The students within the group will be expected to teach the class about their research topic during the third week of the unit. Students will be given class time (days 2, 6, 7, 8, 11) receive computer instruction and to research their topics to put together their lesson. Presentations are to be made using PowerPoint software. A rubric will be given to students when the topic is assigned (see Appendix 4). Refer to Appendix 12 for references to books and websites that could be used for a teacher-made Webquest. Also, a checklist has been provided in Appendix 7 as a guideline for students.
Suggested topics:
Black River Watershed River Flow
River Velocity Sedimentary Rocks
Geologic History and Interpretation Ordovician Period of Paleozoic Era
River Safety
Individual Projects
(due date will be one week after the last group presentation has been given)
Each student will need to make a pamphlet or brochure on Microsoft Publisher. The project guidelines will direct students to outline the information they have learned in the following areas: Black River Watershed, River Flow, River Velocity, Sedimentary Rocks, Geologic History/Interpretation, Ordovician Period of Paleozoic Era and River Safety. Students will be expected to take notes during the group Powerpoint presentations and integrate this information into their pamphlets. This will motivate students to be attentive during presentations. A rubric will be given to students when the project is assigned (see Appendix 5) as a guideline. Also, a checklist has been provided in Appendix 8 as a guideline for students.
Assessment:
Student presentations and individual projects will be assessed according to the attached rubrics (see Appendices 4&5).
Students will be quizzed on the information presented by the groups at the end of the week unit and during weekly quizzes.
Students will be assessed according to the checklists located in Appendices 7 and 8.
Assessment
Weekly quizzes on information covered during the past five days.
Bellringer quizzes covering material presented in the previous day’s lesson.
Business letter rubric and checklistAppendices 3 and 6.
Student budgets will be evaluated for correct mathematical operations.
Group presentation rubric and checklistAppendices 4 and 7.
Individual project rubric and checklistAppendices 5 and 8.
KWL worksheet.
Graphic organizer worksheet.
Weekly average graphs on water flow, precipitation, and temperature.
Three month individual and group reports on seasonal fluctuations.
Group demonstrations modeling river velocity.
Student mobiles or poster on the rock cycle and sedimentary rocks.
Group oral presentations and research reports on the Paleozoic Era – Ordovician Period.
Thank-you letter rubric and checklist.
STUDENT/GROUP BUDGET
|
STUDENT NAMES: |
Number:
Students = ________
Chaperones = _______
Total # = ________
Rafts = _________ |
Cost:
Hot Dog Meal = $________
Chicken BBQ = $________
Trip Cost = $________
Guide Tip = $________ |
Total:
Number X Cost |
||
|
Meal Choice:
HotDog/Hamburgers
Or
Chicken BBQ |
Total # of People: |
X |
= |
$ _______ |
|
|
Student Cost |
Student #: |
X |
= |
$ _______ |
|
|
Chaperone Cost
|
Chaperone #: |
X |
= |
$ _______
|
|
|
Optional Tip |
Raft # + Safety Kayaker: |
X |
= |
$ _______
|
|
|
TOTAL: |
APPENDIX 1
GRAPHIC ORGANIZER: VOCABULARY TERMS
AND CONCEPTS
 |
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 |
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 |
 |
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BLACK RIVER WATERSHED
 |
 |
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 |
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 |
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APPENDIX 2
Assessment Criteria for Business/Thank -You Letter
Excellent (“A”)
The letter is correctly written in block format.
Sentence structure varies in length and structure.
Vocabulary is sophisticated.
The tone of the letter is appropriate for the intended audience.
There are no grammatical errors.
The following information is requested: menu, special group prices, reservation date, appropriate attire.
Good (“B”)
Block format is mostly correct.
Sentence structure somewhat varies in length and structure.
Some vocabulary is sophisticated.
The tone of the letter is mostly appropriate.
There are very few grammatical errors.
Most of the information is requested.
Acceptable (“C”)
An attempt at block format is made, but there are a few mistakes.
Sentence structure tends to be simple.
Vocabulary is simple.
The tone of the letter is not quite appropriate for the audience.
There are some grammatical errors.
Only some of the information is requested.
Unacceptable (“D”)
The format is not recognizable as block.
Sentences tend to be choppy.
Vocabulary is simple or incorrect.
The tone is inappropriate.
There are many grammatical errors.
Much of the requested information is omitted.
Assessment Criteria for Group Presentation
Excellent (“A”)
Each member of the group shared an equal role in the actual presentation.
The individual did not read from a script.
The presentation was well organized.
The presentation included information from the websites provided by the teacher.
The presentation was made with Power Point.
The presentation included two pictures, three different transitions from slide to slide, three different colors, and other vehicles of creativity (such as sound).
The students are dressed nicely (dress shirt, dress pants).
The presentation was ten minutes.
The information was accurate.
The individual spoke using correct Standard English.
Good (“B”)
Nearly all the group members shared an equal role.
The individual periodically glanced at a script.
The presentation was mostly organized.
The presentation included information from the websites provided by the teacher.
The presentation was made with Power Point.
The presentation included nearly all the graphic requirements.
The students are dressed informally.
The presentation was nearly ten minutes.
The information was mostly accurate
The individual made very few mistakes in Standard English.
Acceptable (“C”)
Half of the group members shared equal roles.
The individual read from the script.
The presentation lacked organization.
The presentation included information from websites provided by the teacher.
The presentation was made with Power Point.
The presentation included a few of the graphic requirements.
The students are dressed informally.
The presentation was between seven and eight minutes.
Some of the information was inaccurate.
The individual made some errors in Standard English.
Unacceptable (“D”)
The group members did not share an equal role.
The individual read from the script.
The lack of organization hindered comprehension of the material being covered.
The presentation was made with Power Point.
The graphics were minimal.
The students were dressed inappropriately (T-shirts, torn or baggy jeans).
The presentation was less than seven minutes.
Much of the information was brief or inaccurate.
The individual made many errors in Standard English.
A Zero
The presentation did not include information from the websites provided by teacher.
And/or
The presentation was not made with Power Point.
APPENDIX 4
Assessment Criteria for Pamphlet or Brochure
Excellent (“A”)
The student uses all sides of the pamphlet.
The pamphlet includes the following graphics: three pictures from Clip Art, three borders, four different colors, three different fonts, title is created with Word Art.
The information in the pamphlet is accurate and complete.
The student used correct Standard English.
The pamphlet was created on Microsoft Publisher.
Good (“B”)
The student uses all but one side of the pamphlet.
The pamphlet includes most of the graphics required.
The information is mostly accurate.
The student uses mostly Standard English.
The pamphlet was created on Microsoft Publisher.
Acceptable (“C”)
The student uses few of the sides available.
The pamphlet includes few of the graphics required.
The information is limited and/or inaccurate.
The student uses limited Standard English.
The pamphlet was created on Microsoft Publisher.
A Zero
The pamphlet was not created on Microsoft Publisher.
APPENDIX 5
BUSINESS/THANK-YOU LETTER
CHECKLIST RUBRIC
_____1. The letter is generated on Microsoft Word.
_____2. The letter is correctly written in block format.
_____3. Sentences vary in length and structure.
_____4. Vocabulary is sophisticated (avoid a lot for example).
_____5. The tone of the letter is appropriate for the intended
audience.
_____6. There are no grammatical errors.
_____7. The letter includes a request for a menu.
_____8. The letter includes a request for special group prices.
_____9. The letter includes a request for information concerning a
reservation date.
_____10. The letter includes a request for information about
appropriate attire.
Note: each item is worth ten points.
APPENDIX 6
GROUP PRESENTATION
CHECKLIST RUBRIC
_____1. Each member of the group shared an equal role in the actual
presentation.
_____2. The individual did not read from a script.
_____3. The presentation was well organized.
_____4. The presentation included information from the Internet sites provided to the
students by the teacher.
_____5. The presentation was made with Power Point.
_____6. The presentation included two pictures, three different
transitions from slide to slide, three different colors, and
other vehicles of creativity (such as sound).
_____7. The students are dressed nicely (dress shirt, dress pants).
_____8. The presentation was at least ten minutes.
_____9. The information was accurate.
_____10. The individual spoke using correct Standard English.
Note: each item is worth ten points.
APPENDIX 7
PAMPHLET OR BROCHURE
CHECKLIST RUBRIC
_____1. The student uses all sides of the pamphlet.
_____2. The information in the pamphlet is accurate and complete.
_____3. The student uses correct Standard English.
_____4. The pamphlet is created on Microsoft Publisher.
_____5. The pamphlet includes at least three pictures from Clip Art.
_____6. The pamphlet includes at least three borders.
_____7. The pamphlet includes at least four different colors.
_____8. The pamphlet includes at least three different fonts.
_____9. The title of the pamphlet is created with Word Art.
_____10. The pamphlet is turned in on time.
Note: each item is worth ten points.
APPENDIX 8
BELL RINGERS/VIDEO NOTES
CHECKLIST RUBRIC
Directions: You are required to work diligently on all bell ringers, including notes from videos shown. All work must be in your three-ring notebooks.
_____1. The date is written every day.
_____2. The bell ringers / notes are completed.
_____3. The entries are neatly written (we need to be able to read
them).
_____4. Correct answers or additional notes provided by the teacher
are included.
_____5. The entries are numbered and in order.
Note: each item is worth twenty points.
APPENDIX 9
Additional Activities
Students will be assigned a supplemental novel to read during the unit entitled Downriver in order to fulfill their “Reading for Life” requirement New York State requirement for students to read twenty-five books per year). They will read the book in two halves, taking a quiz for each assigned section.
The Earth Science teacher will work on ELA standards in conjunction with the ninth grade English teacher. A listening passage will be provided to the English teacher on the rafting history of the Black River. Students will listen to the passage twice while taking notes pertaining to the various rapids, history and preservation of the Black River. Students will then write an essay on the notes they have taken focusing on the development and use of the river over the past two hundred years. The grade will count for both their English and Earth Science classes. The website to be used can be found at www.gorp.com/nyoutdoors/articles/blackrvr.htm.
Students will write a thank-you letter to Whitewater Challengers raft Company in either their English or Earth Science class. The business letter rubric/checklist can be used, with some modifications, to grade the assignment.
Students will make a group presentation to the Board of Education using both their group and individual projects.
Student groups will design a logo to be printed on to a T-shirt to wear the day of the field trip. The logo will be designed on the computer using appropriate software. The students will use heat transfers to put the logo on the t-shirt.
Students who aren’t so computer literate can design and make a water level/temperature board to be put up at the raft base. This can be done in conjunction with the shop/technology teacher. The board can be presented to Whitewater Challengers as a show of appreciation for their help in carrying out the field trip.
Students will attend lessons in the computer center to learn how to use the various software they will need to be proficient at in order to complete their group and individual projects. These lessons will be taught and assessed by the technology teacher.
APPENDIX 10
ROCK CYCLE AND SEDIMENTARY ROCKS
Poster/Mobile Project: Vocabulary terms and concepts to be included in project
Rock Cycle
Igneous Rocks
Metamorphic Rocks
Sedimentary Rocks
Rock Formation Processes
Identifying Characteristics
Observable Crystals
Foliation or "Banding"
Distinct Layers
Fossils
Rock Sequence: Bottom to Top
Black River Limestone
APPENDIX 11
Bibliography
VanDiver, Bradford B. Roadside Geology of N.Y. Missoula, Montana: Mountain Press
Publishing Co., 1985.
Geology of N.Y. - A Short Account.University of the State of New York the State
Eduacation Dept., NYS Museum and Science Service, Albany, 1966.
Muller, Ernest H. and Donald Pair. Seaway Trail Rocks & Landscapes. Watertown: St.
Lawrence - Eastern Ontario Commission, 1987.
Cox, Donald D. Seaway Trail Wildguide. Sackets Harbor: Seaway Trail Foundation,
1996.
O’Donnell, Thomas. Birth of a River. Black River Books, 1952.
Howard, Thomas. Black River in the North Country. Prospect Books, 1963.
Castorland Journal, vol. 14. New York State Photoduplication Unit, 1978.
Websites
www.hrbrrd.com Hudson River – Black River Regulatory District
Stream flow and water surface elevation gauge readings
Watershed maps
River forecast
www.mpm.edu/reef/field/intro.html Virtual Silurian Reef
www.nws.noaa.gov/index.html National Weather Service Home Page
Weather forecast
Water stage level map
Hydrological forecasts
www.epa.gov Watershed health info
www.awa.org American Whitewater Affiliation Homepage
www.awa.org/awa/online/science Environmental Science Links
http://ny.usgs.gov/rt-cgi United States Geological Survey (USGS)
Historical streamflow data
Current streamflow data
www.gorp.com/nyoutdoors/articles/blackrvr.html Great Outdoor Recreation Pages
http://zircon.geology.union.edu
APPENDIX 12
Unit Schedule
Initiating Activity (Day 1)
Computer Lab Learning Experience-Powerpoint (Day 2)
Learning Experience #1 (Day 3)
Learning Experience #2 (Day 4)
Learning Experience #3 (Day 5)
Computer Lab Learning Experience-Publisher (Day 6)
Learning Experience #4 (Day 7)
Computer Center-Lab Class (Day 7 & 8)
Learning Experience #5 (Day 8)
Learning Experience #6 (Day 9)
Learning Experience #7 (Day 10)
Computer Center (Day 11)
Culminating Activity (Days 12-15)
Extend and Refine
Students will have the opportunity to put their knowledge of water velocity, stream flow, and rafting safety procedures to use by becoming a raft guide. Three bellringers will be presented, one each week during the unit, to the students in which they will be shown a videotape of one of the Black River rapids. The task the students will need to accomplish is to write a description of how they would run the rapid by analyzing the velocity of the water, the landscape of the river, and obstacles in the raft’s path. Students must justify their answers based on their knowledge of earth science concepts and safe rafting procedures they learned during the initiating activity. Information to be included would be where they would position the boat in the river, which way they would point the raft, how they would have their crew paddle and why they made each of their decisions. The activity will be set up in the “Think-Pair-Share” strategy so that students will have the opportunity to share their hypothesis with a partner and rationalize their response. Students will be assessed on how thorough their responses are written.
COMPARISON DEDUCTION CONSTRUCTING SUPPORT
Within their rafting groups, students will make a 3-D model of the Black River and its various landforms. Students will be provided with topographic maps of the region, a map of the various rapids, pictures of the river, videotape and their own background knowledge of the river. Students will use their models as part of their presentation to the school board.
COMPARISON CONSTRUCTING SUPPORT ABSTRACTING
DEDUCTION