Resource 1a (Images for small group activity)

Resource 1b (flashcards for partner activity)

cownose ray

bull shark menhaden

striped bass oyster toadfish

Worksheet 1a

Name____________________________

(Insert poster) Worksheet 1b

Worksheet 1c

Part 1

Part 2

Part 3

Part 4

Resource 2a (arrows and visuals for food web activity)

Resource 2b

Worksheet 2a

Worksheet 2b

Directions: Label the map using the word bank with the state and the body of water:

Maryland West Virginia Chesapeake Bay

New York Washington, D.C. Virginia

Delaware Pennsylvania Atlantic Ocean

Worksheet 2c

Instructions: Now that you have been visiting the Chesapeake Bay, it’s time to send a postcard home to your friend! Using the materials provided by your teacher, draw a picture and write a short message that summarizes what you have learned so far. Be creative! You may use the following postcard template to get started, or create your own. Be sure to include:

a drawing on the front that represents what you have learned about the Bay

a message on the back that describes your drawing

Dear__________________,

I am visiting Grandpa Jim on the ____________________Bay.

We are having lots of fun! I’m seeing many different animals.

One bird I saw was a _________________________. It likes

to eat the ___________________ and

the_____________________. In the water, my favorite fish

was the___________________________. Its prey

is______________________________. All of these animals

depend on each other. This is called a ____________

______________. Did you know that the Bay

______________________________ includes six other states

besides Maryland? The other states are_________________

________________________________________________.

____________________________________________. See you soon! Your friend, ___________________________

TO:

___________________________

___________________________

___________________________

Resource 3a

Materials: (for each group of students)

One large roasting pan (such as a disposable aluminum pan,

16” x 12” x 3”)

Several sheets of newspaper

One sheet of plastic wrap several inches larger than the pan

aluminum foil

cellophane tape

One spray bottle filled with water

One book

green and orange gelatin mix

One packet of hot cocoa mix

Blue food coloring

Procedures:

Prepare your watershed.

Make the hills. Crumple each sheet of newspaper separately and wrap each in foil. Place them next

to each other at one end of the pan. Try to vary the shape. Tape securely.

Make the streams and rivers. Place the sheet of plastic wrap over the crumpled newspaper. Create

indentations to simulate streams and rivers. Tuck the plastic wrap into the sides of the pan.

Prepare for testing. Place a book under the end of the pan with the newspapers, which will allow

water to flow down the streams and rivers and collect in lower end of the pan.

What do you predict will happen when it rains on your watershed? Write your hypothesis on the

Worksheet.

Test your watershed.

Create a rain shower. Hold the spray bottle about 5 inches from your model and take turns spraying.

Start at the highest end; then spray in different locations for several minutes until you get a continual

flow of water. Record your observations in the Watershed Test Results under Test #1.

Test the effect of pollution on your watershed.

Add pollutants. Sprinkle some gelatin mix and cocoa mix on your watershed in different locations.

This represents a variety of pollutants, including oil, animal manure, fertilizers, pesticides, tiny

particles of soil.

Add a few drops of blue food coloring to the spray bottle.

Create another rain shower. Hold the spray bottle about 5 inches from your model and take turns

spraying in different locations on your watershed for several minutes until you get a continual flow of

water.

Record your observations in the Watershed Test Results under Test #2.

Worksheet 3a

____________________________ ______________________________

____________________________ ______________________________

What do you predict will happen when it rains on your watershed?

Testing our watershed

with rainwater.

What happened to the rainwater?

How many watersheds formed at the bottom of your pan? ______________

Testing the effects of

pollutants on our

watershed.

What happened when pollutants (gelatin mix, cocoa mix, and food coloring)

are added to your watershed?

Worksheet 3b Match the picture to the graphic.

38%

19%

21%

22%

Nitrogen Pollution in the Chesapeake Bay

farming

stormwater runoff

air

factories/housing

Resource 4a

List of Resources for Station Activity

Worksheet 4a

Your team will investigate four of the Bay’s problems. As you investigate, take notes at each station. Discuss with your team.

The Problem The Issues The Effects The Solution

farming

air

housing/

factories

stormwater

runoff

INTERPRETIVE PERFORMANCE ASSESSMENT

Source: Chesapeake News 21

Respond to the following questions about nutrient pollution in Chesapeake Bay.

1. What two nutrients are polluting Chesapeake

Bay?_____________________________and___________________________________

2. What percentage (%) of the pollution comes from farms?______________%

3. What percentage (%) of the pollution comes from the air?______________%

4. What percentage (%) of the pollution comes from city land?_____________%

5. What percentage (%) of the pollution comes from water used for washing, cleaning, etc?

_______%

W5.2 Rubric for Presentational Task

Strong Presentation Meets Expectations Approaching Expectations

Were my drawings easy to understand?

The actions to help keep our waterways clean were clear and detailed and easy to understand.

The actions to help keep our waterways clean were understandable.

I had to explain my drawings to others so that they could understand what I wanted to show.

Was my poster neat and attractive?

My poster was very neat and attractive and very interesting to view.

My poster was neat and organized.

My poster needed to be better organized.

Was my language correct?

Both the writing on my poster and what I said about my poster were correct. Others could understand me because I showed the pictures on the poster as I spoke.

I made one or two spelling errors on my poster. Others could understand me when I showed my poster.

I made one or two spelling errors on my poster. People sometimes had difficulty understanding what I said about my poster.

W5.3 Page 1 of 2

Interpersonal Scoring Guide

Yes Sometimes No

I asked questions about the pictures in the collage.

I answered questions about the collage.

I added other information about the animals to the conversation.

I spoke the target language during the entire conversation.

W5.3 Page 2 of 2 – Collage of Chesapeake Bay Animals and Plants