Raystown Lake UBD
Raystown Lake UBD
by Lorenn Schoupe-Wright
Time Frame: 3 weeks
Stage 1 - Desired Results
| Big Idea(s) |
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| PA Core Standards / Next Generation Science Standards | ||||
| T & E Education | Science Education | Mathematics Education | Computer Science | CEW |
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| Essential Questions |
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| Students Will Know | Students Will Be Doing |
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Accessibility, Equity and Inclusion |
Supports for Inclusion: · Vary methods and options for responses · Provide options for student choice · Provide means to receive information in visual, auditory, and written formats · Deploy Pre and Post tests · Pre-teach prioritized vocabulary and prioritized learning objectives · Include representative and leveled text when possible and appropriate · Deploy Differentiated Assessments at varied levels (below grade level, on grade level, and above grade level) · Re-teach prioritized learning objectives · Enable a STEM Peer-Buddy during complex design portions of the lesson · When writing, students can have the option to use graphic organizers to process their ideas and thinking strategies · Provide an opportunity
for summarization and reflection of prioritized learning objectives at the end
of a lesson |
Accessibility, Equity and Inclusion with Assistive Technology for All Please consider these: · Assignments are available in electronic format · Computers are equipped to enlarge screen text and images, and with screen or text reader availability · Handouts are available, or quickly obtainable, with large print · Seating in front of class is available · Adaptive lab equipment is available (talking thermometers and calculators, etc.), if needed for lesson/activity · Videos used are open or closed captioned, and/or have audio descriptions · Room/environment is
created to ensure safe movement of wheelchairs and access to desks/tables |
Culturally Responsive Teaching Practices: · Hold high expectations for all learners · Use activities that invite students to bring in their own life experiences into the learning · Build classroom management routines that are predictable · Provide means to receive information in visual, auditory, and written formats · Build upon prior-knowledge and relevance · Provide options for student choice · Grow awareness of implicit biases for students and faculty · Grow awareness of vulnerable decision points for faculty · Provide opportunities for authentic relationship building between students and faculty · Provide opportunities for students and faculty to share and learn more about their own and others’ identities |
Stage 2 - Evidence of Understanding
| Assessments (Formative and Summative): | Performance Task(s) |
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Stage 3 - Lesson Learning Targets
Learning Activities: Learning targets are written from the students perspective. I can…
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SWBAT:
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RESOURCES / LINKS
Raystown Lake Activity 1: Background and History - Lesson Plan
| Stage 1 – Desired Results |
| Essential Questions: Is additional development at Raystown Lake beneficial or harmful? How can we sustain and/or improve the ecology of Raystown Lake? How can we be better stewards of the Chesapeake Bay Watershed? |
| Lesson Objectives: Students will be able to identify myths vs. truth about Raystown Lake. Describe the purpose for Raystown Lake. |
Standards: T&E Education
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| Stage 2 – Assessment |
| Assessments: Informal Formative Assessments throughout unit (ongoing) - Classroom observations, questioning Formal assessments (ongoing) - Check of comprehension Performance Task (ongoing) - Letter to the editor taking a stand on potential development at Raystown Lake - Optional
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| Stage 3 – Learning Plan |
| Materials Computer, internet access |
| Introduction and Motivation Begin the lesson by asking students if they’ve ever been to Raystown Lake. Discuss their experiences. Ask what students know about Raystown Lake. Try to elicit responses regarding its purpose and history. Record all students’ responses either on whiteboard, smartboard, or chart paper. Tell students that they are going to learn more about Raystown Lake today. |
| Procedures and Content Presentation Direct students to read the information at the following link: http://www.nab.usace.army.mil/Missions/Dams-Recreation/Raystown/Information-History/Have students then answer questions on Activity 1 sheet:https://drive.google.com/file/d/1QPyTJaMN1tEkp-7VRHvtPCRS0kO-TKoz/view?usp=sharing |
| Summary and Closure Students will share within their group the information that they discovered regarding the history, physical attributes, and purpose of Raystown Lake. |
Raystown Lake Activity 2: Topography - Lesson Plan
| Stage 1 – Desired Results |
| Essential Questions: Is additional development at Raystown Lake beneficial or harmful? How can we sustain and/or improve the ecology of Raystown Lake? How can we be better stewards of the Chesapeake Bay Watershed? |
| Lesson Objectives: Students will be able to describe the physical differences in the immediate vicinity of Raystown Lake prior to and after dam construction. |
Standards: T&E Education
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| Stage 2 – Assessment |
| Assessments: Informal Formative Assessments throughout unit (ongoing) - Classroom observations, questioning Formal assessments (ongoing) - Listing differences between maps Performance Task (ongoing) - Letter to the editor taking a stand on potential development at Raystown Lake - Optional
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| Stage 3 – Learning Plan |
| Materials Computer, internet access OR preprinted maps |
| Introduction and Motivation Begin with a review of what was learned in the last lesson; specifically what is the purpose of Raystown Lake. (flood control) Remind students of how many dams were built for this purpose (2). Ask students to predict what happened to the environment around the lake when the dam(s) were built. Have them record their predictions either on paper or electronically. |
| Procedures and Content Presentation Introduce the concept of topography. (A way to graphically represent elevation) Give students maps of Raystown Lake before the present dam’s construction and after the present dam’s construction. Have them list as many differences as possible between the two maps. |
| Summary and Closure Students will share out with the class some of the differences that they noted between the maps and any questions they may have regarding the lake and its development. |
Raystown Lake Activity 3: The Water Cycle and Watersheds - Lesson Plan
| Stage 1 – Desired Results |
| Essential Questions: Is additional development at Raystown Lake beneficial or harmful? How can we sustain and/or improve the ecology of Raystown Lake? How can we be better stewards of the Chesapeake Bay Watershed? |
| Lesson Objectives: Students will be able to explain the parts of the water cycle. Students will be able to describe what is a watershed and its importance. |
Standards: T&E Education
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| Stage 2 – Assessment |
| Assessments: Informal Formative Assessments throughout unit (ongoing) - Classroom observations, questioning Formal assessments (ongoing) - Comprehension questions Performance Task (ongoing) - Letter to the editor taking a stand on potential development at Raystown Lake - Optional
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| Stage 3 – Learning Plan |
| Materials Computer, internet access |
| Introduction and Motivation for Water Cycle Begin with a review of what was learned in the last lesson. Ask students to describe the water cycle. (they will likely know condensation, precipitation, evaporation) Ask them why the water cycle exists. (we have an atmosphere – no atmosphere, water vapor would go away) Ask what drives the water cycle. Introduction and Motivation for Watershed Ask students to predict what they think a watershed is. (most will likely say a shed for storing water, or even an outhouse!) Explain that they are going to watch a video to learn about what is a watershed. |
| Procedures and Content Presentation Water Cycle Students will view the USGS watershed poster either printed or interactive (Interactive here: https://water.usgs.gov/edu/watercycle-kids-int.html) Students will answer comprehension questions: https://drive.google.com/file/d/1IcyX-UDqrHMChrqL8_WtWNgETMXUJSja/view?usp=sharing Procedures and Content Presentation WatershedStudents will view the watershed video: https://youtu.be/2pwW2rlGIa8 and then answer comprehension questions included on activity sheet from above. |
| Summary and Closure Ask students to summarize the water cycle and how it impacts a watershed. Have students explain what a watershed is and why it’s important. Have students identify what watershed(s) they are a part of. |
Raystown Lake Activity 4: Point and Nonpoint Source Pollution
| Stage 1 – Desired Results |
| Essential Questions: Is additional development at Raystown Lake beneficial or harmful? How can we sustain and/or improve the ecology of Raystown Lake? How can we be better stewards of the Chesapeake Bay Watershed? |
| Lesson Objectives: Students will be able to explain the difference between point and nonpoint pollution sources. Students will be able to identify point and nonpoint sources in their local community. |
Standards: T&E Education
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| Stage 2 – Assessment |
| Assessments: Informal Formative Assessments throughout unit (ongoing) - Classroom observations, questioning Formal assessments (ongoing) - ‘Can You Point it Out’ Performance Task (ongoing) - Letter to the editor taking a stand on potential development at Raystown Lake - Optional
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| Stage 3 – Learning Plan |
| Materials Computer, internet access OR activity sheets, ‘Can You Point it Out?’ activity |
| Introduction and Motivation Have students identify types of pollution. Likely they will mention things like litter, water pollution, illegal dumping, etc. Try to encourage them to think about ‘nuisance’ pollution like noise, light, and thermal pollution. |
| Procedures and Content Presentation Students will either read the printed informational article (https://drive.google.com/open?id=1zY777tCn3FY7Nq_sf1avoQF0FXD_si3E) or the article from the internet (http://www.waterencyclopedia.com/Po-Re/Pollution-Sources-Point-and-Nonpoint.html) Then, within their groups, students will use the ‘Can You Point it Out’ activity to decide what type of pollution each of the pictured scenarios is depicting. (https://drive.google.com/open?id=1_WrpOAhuZ2BrPdNtANO99Hik3eK_Pqp5) |
| Summary and Closure Review the ‘Can You Point it Out’ activity sheet with students. Discuss as a group. |
Raystown Lake Activity 5: Enviroscape Simulation
| Stage 1 – Desired Results |
| Essential Questions: Is additional development at Raystown Lake beneficial or harmful? How can we sustain and/or improve the ecology of Raystown Lake? How can we be better stewards of the Chesapeake Bay Watershed? |
| Lesson Objectives: Students will be able to use a model to simulate point and nonpoint pollution sources and develop ways to mitigate the pollution. |
Standards: T&E Education
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| Stage 2 – Assessment |
| Assessments: Informal Formative Assessments throughout unit (ongoing) - Classroom observations, questioning Formal assessments (ongoing) - Activity 5 activity sheet Performance Task (ongoing) - Letter to the editor taking a stand on potential development at Raystown Lake - Optional
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| Stage 3 – Learning Plan |
| Materials Activity 5 activity sheet, Enviroscape model (optional!) |
| Introduction and Motivation Have students identify types of pollution. Likely they will mention things like litter, water pollution, illegal dumping, etc. Try to encourage them to think about ‘nuisance’ pollution like noise, light, and thermal pollution. |
| Procedures and Content Presentation Students will either read the printed informational article (https://drive.google.com/open?id=1zY777tCn3FY7Nq_sf1avoQF0FXD_si3E) or the article from the internet (http://www.waterencyclopedia.com/Po-Re/Pollution-Sources-Point-and-Nonpoint.html) Then, within their groups, students will use the ‘Can You Point it Out’ activity to decide what type of pollution each of the pictured scenarios is depicting. (https://drive.google.com/open?id=1_WrpOAhuZ2BrPdNtANO99Hik3eK_Pqp5)OPTIONAL ACTIVITY: Enviroscape model simulation. An Enviroscape model may be available through your local IU or Penn State Cooperative Extension Office or Science in Motion provider for your area. |
| Summary and Closure Review the Activity 5 Enviroscape activity sheet with students. Discuss as a group. |
Raystown Lake Activity 6: The Challenge (this may take several days)
| Stage 1 – Desired Results |
| Essential Questions: Is additional development at Raystown Lake beneficial or harmful? How can we sustain and/or improve the ecology of Raystown Lake? How can we be better stewards of the Chesapeake Bay Watershed? |
| Lesson Objectives: Students will research the proposed development at Raystown Lake. |
Standards: T&E Education
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| Stage 2 – Assessment |
| Assessments: Informal Formative Assessments throughout unit (ongoing) - Classroom observations, questioning Formal assessments (ongoing) - None for research Performance Task (ongoing) - Letter to the editor taking a stand on potential development at Raystown Lake - Optional
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| Stage 3 – Learning Plan |
| Materials Computer, internet access |
| Introduction and Motivation Ask students what makes Raystown Lake so unique. (environment, recreational opportunities, etc.) Present problem: The Raystown Lake master plan is under revision. The US Army Corps of Engineers (USACE) has asked the public to review the current master plan and the proposed development at Hawn’s Bridge Peninsula and give feedback. |
| Procedures and Content Presentation Students will conduct research about the environment at Hawn’s Bridge Peninsula and the proposed Tussey Mountain Lodge project. Students will record pros and cons to preserving Hawn’s Bridge peninsula and to its development either electronically or on paper. USACE Study Initiation Notice: http://www.nab.usace.army.mil/Portals/63/docs/Regulatory/publicnotices/Raystown%20EA%20Public%20Notice.pdf?ver=2018-08-16-161527-703 USACE 1994 Raystown Lake Master Plan: http://www.nab.usace.army.mil/Portals/63/docs/Recreation/Raystown/Master%20Plan/1994%20Raystown%20Lake%20Master%20Plan.pdf?ver=2018-04-17-124712-520 USACE 1994 Master Plan Summary: http://www.nab.usace.army.mil/Portals/63/docs/Recreation/Raystown/development/1994_MPupdate_summary.pdf Raystown Lake fact sheets; 2015 - 2018: https://cdm16021.contentdm.oclc.org/digital/collection/p16021coll11/id/608Terrace Mountain Lodge: https://www.terracemountainlodge.com/ Protecthawnspeninsula.com: http://protecthawnspeninsula.com/ Altoona Mirror article 4/1/18: http://www.altoonamirror.com/news/local-news/2018/04/army-corp-considers-new-raystown-plan/ Altoona Mirror article 4/26/18: http://www.altoonamirror.com/news/local-news/2018/04/army-corp-considers-new-raystown-plan/ PublicOpinion.com article 4/14/18: https://www.publicopiniononline.com/story/news/2018/04/14/raystown-hawns-bridge-master-plan-army-corps-engineers/511951002/ Chambersburg Public Opinion 2/28/18: https://www.publicopiniononline.com/story/opinion/2018/02/27/letters-keep-raystown-wild/377906002/ Petitions for Hawn’s Bridge development: https://www.change.org/p/the-residents-and-visitors-of-huntingdon-county-and-the-raystown-region-that-value-opportunity-a-resolution-to-support-and-educate-about-the-terrace-mountain-resort-and-marina-project Petition against Hawn’s bridge development: https://www.thepetitionsite.com/435/780/517/save-hawns-penninsula/ |
| Summary and Closure Whole group discussion about pros and cons to both preservation and development. |
Raystown Lake Activity 7: Letter to the Editor
| Stage 1 – Desired Results |
| Essential Questions: Is additional development at Raystown Lake beneficial or harmful? How can we sustain and/or improve the ecology of Raystown Lake? How can we be better stewards of the Chesapeake Bay Watershed? |
| Lesson Objectives: Students will use the writing process to write a letter to the editor either in favor of or against the development of Hawn’s Bridge Peninsula. |
Standards: T&E Education
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| Stage 2 – Assessment |
| Assessments: Informal Formative Assessments throughout unit (ongoing) - Classroom observations, questioning Formal assessments (ongoing) - Activity 7 Letter to the Editor template Performance Task (ongoing) - Letter to the editor taking a stand on potential development at Raystown Lake - Optional
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| Stage 3 – Learning Plan |
| Materials Activity 7: Letter to the Editor activity sheet, computer, internet access |
| Introduction and Motivation Have students debate at their tables the merits of development of Hawn’s Bridge Peninsula and the cons to its development. Introduce the idea of a letter to the editor. Explain that a letter to the editor is a letter expressing an informed opinion about an issue. It uses claims and evidence to support the opinion. |
| Procedures and Content Presentation Students will use the letter to the editor template and work in pairs to find their claims and evidence. The teacher may need to explain what an analysis is and how to write one. https://drive.google.com/open?id=19AqTBZKlKWv2abj7wr3OoZ3M_W3RG_Wj |
| Summary and Closure Students will draft and revise a letter to the editor. This will be assessed using a rubric. The teacher will then contact local newspapers to submit student letters for publication.https://drive.google.com/open?id=1tkwXzkkdBFk5usb9TOqF_KuryBf1xvXA |