treasure the chesapeake - 4th grade C.E.U.
Analyzing Maps:
To start everything out and get focused on the Chesapeake region, we went around the room and examined a variety of maps that had something to do with the Chesapeake. We recorded which map we felt best matched the facts we had just read about the Chesapeake Bay.
To start everything out and get focused on the Chesapeake region, we went around the room and examined a variety of maps that had something to do with the Chesapeake. We recorded which map we felt best matched the facts we had just read about the Chesapeake Bay.
What's a Watershed?
Since the health of the Chesapeake Bay is a result of everything that happens within its watershed, it was important to first understand the concept of a watershed. No better way to understand than to build one! Each small group used clay and a reused food tray to build a small model of a watershed. Once some of the activities that affect the watershed were learned, students made icons on toothpicks to display the activities of the watershed.
Since the health of the Chesapeake Bay is a result of everything that happens within its watershed, it was important to first understand the concept of a watershed. No better way to understand than to build one! Each small group used clay and a reused food tray to build a small model of a watershed. Once some of the activities that affect the watershed were learned, students made icons on toothpicks to display the activities of the watershed.
Planting Native Plant Seeds:
We learned about the benefits of rain gardens, related to the health of the Chesapeake Bay. Working with Department of Natural Resources and Environmental Concern, we were able obtain switch grass, monkey flower, and black-eyed Susan seeds. We had a lot of fun getting the seeds planted to be grown in the classroom.
We learned about the benefits of rain gardens, related to the health of the Chesapeake Bay. Working with Department of Natural Resources and Environmental Concern, we were able obtain switch grass, monkey flower, and black-eyed Susan seeds. We had a lot of fun getting the seeds planted to be grown in the classroom.
What's Going On In Our Watershed?
By using a model of a watershed, we were able to demonstrate some of the activities that lead to issues in our Chesapeake Bay. We drew diagrams of these watershed activities and then wrote explanations of how they were affecting the Bay.
By using a model of a watershed, we were able to demonstrate some of the activities that lead to issues in our Chesapeake Bay. We drew diagrams of these watershed activities and then wrote explanations of how they were affecting the Bay.
Reducing Our Footprint:
Once we learned the components of sustainability, we tried to think beyond the 3 Rs to come up with methods for reducing our carbon footprint.
Once we learned the components of sustainability, we tried to think beyond the 3 Rs to come up with methods for reducing our carbon footprint.
Problems & Solutions:
By accessing a visual article based upon specific Bay health issues, we were able to map our the problems related to the issue, as well as the potential solutions. We had fun organizing our thought in different ways.
By accessing a visual article based upon specific Bay health issues, we were able to map our the problems related to the issue, as well as the potential solutions. We had fun organizing our thought in different ways.
Eutrophication:
Sometimes the best way to learn something is to draw it. By sketching what happens when excess nutrients end up in our waters, we were able to learn the process of eutrophication.
Sometimes the best way to learn something is to draw it. By sketching what happens when excess nutrients end up in our waters, we were able to learn the process of eutrophication.
Solutions for the Bay:
With a chosen problem the Bay faces, we each took our research home, looked more deeply into one specific Bay issue, and then proposed a solution based upon our research. Then it was time to model our solutions. Problem-solvers, UNITE!
With a chosen problem the Bay faces, we each took our research home, looked more deeply into one specific Bay issue, and then proposed a solution based upon our research. Then it was time to model our solutions. Problem-solvers, UNITE!
Here are the topics we chose to research and brainstorm solutions for:
Real World Application:
We were so lucky to have the opportunity to head out to Clagett Farm in Upper Marlboro, where we saw sustainability in action! Speaking of action, the ladies from Chesapeake Bay Foundation had all of us spring into action, assigning us jobs to complete while there on the farm. It was great to make the connections between what we learned during the Treasure the Chesapeake unit and what we were seeing in real life that day at Clagett. What a great experience!
We were so lucky to have the opportunity to head out to Clagett Farm in Upper Marlboro, where we saw sustainability in action! Speaking of action, the ladies from Chesapeake Bay Foundation had all of us spring into action, assigning us jobs to complete while there on the farm. It was great to make the connections between what we learned during the Treasure the Chesapeake unit and what we were seeing in real life that day at Clagett. What a great experience!