Raystown Lake UBD

Created Feb. 7, 2024 by STEMToolkit Administrator

Raystown Lake

Time Frame: 3 weeks

Stage 1 - Desired Results

Big Idea(s)
  1. Local environmental choices affect a greater area than the immediate area.
  2. Everyone can affect change.


PA Core Standards / Next Generation Science Standards
T & E EducationScience EducationMathematics EducationComputer ScienceCEW
  • 3.1.7.A: Explain the parts of a simple system and their relationship to each other.  
  • 3.1.7.E: Identify change as a variable in describing natural and physical systems.
  • 3.5.7.D: Explain the behavior and impact of the earth’s water systems.
  • 3.5.7.D: Explain the behavior and impact of the earth’s water systems.
  • CC.2.2.7.B.3: Model and solve real world and mathematical problems by using and connecting numerical, algebraic, and/or graphical representations.
  • 1A-IC-17: Work respectfully and responsibly with others online.
  • 1B-DA-06:  Organize and present collected data visually to highlight relationships and support a claim.
  • 1B-DA-07: Use data to highlight or propose cause-and- effect relationships, predict outcomes, or communicate an idea.
  • 13.1.8. A: Relate careers to individual interests, abilities, and aptitudes.
  • 13.1.8. B: Relate careers to personal interests, abilities, and aptitudes.
  • 13.1.8. E: Analyze the economic factors that impact employment opportunities, such as, but not limited to:  Competition  Geographic location  Global influences  Job growth  Job openings  Labor supply  Potential advancement  Potential earnings  Salaries/ benefits  Unemployment


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?


Students Will KnowStudents Will Be Doing
  • Content specific vocab
  • Ecology/ecosystem
  • Hydroelectric
  • Point source/non-point source pollution
  • Thermocline
  • Topography
  • Turbidity
  • Water cycle
  • Watershed
  • Steps of design process
  • Conduct experiment on enviroscape model to simulate point/non-point source pollution
  • Debating the impact of adding an additional marina, resort, and camping on northeastern end of lake (for vs. against)
  • Designing a process or product that sustains or improves the ecology of Raystown Lake.

Stage 2 - Evidence of Understanding

Assessments (Formative and Summative):Performance Task(s)
  • Informal Formative Assessments throughout unit
  •  classroom observations, questioning, assist student note taking
  • Formal assessments on:
  • Water cycle/ watershed/ point vs non-point source pollution
  • Pro/con of Terrace Mountain Lodge development
  • Individual Course Summative Assessments
  • Product or process to sustain or improve ecology of Raystown Lake
  • Letter to the editor either for or against Terrace Mountain Lodge project
OR
  • Oral debate either for or against Terrace Mountain Lodge project
  • Create a product or process to sustain or improve the ecology of Raystown Lake

Stage 3 - Lesson Learning Targets

Learning Activities: Learning targets are written from the students perspective. I can…
  • Identify
  • List/Tell
  • Describe
  • Solve
  • Convert
These should lead up to answering the Essential Question(s).
SWBAT:
  • Identify point and non-point sources of pollution
  • Explain how our local actions affect an area greater than Raystown Lake
  • Analyze opposing points of view regarding proposed development at Hawn’s Bridge Peninsula on Raystown Lake to make an informed decision
  • Create and implement a process or product that will sustain and/or enhance the ecology of Raystown Lake,

RESOURCES / LINKS

ActivitiesPresentationsAssessments

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
  • 3.1.7.A: Explain the parts of a simple system and their relationship to each other.  
  • 3.1.7.E: Identify change as a variable in describing natural and physical systems.
  • 3.5.7.D: Explain the behavior and impact of the earth’s water systems.
Science Education
  • 3.5.7.D: Explain the behavior and impact of the earth’s water systems.
Mathematics Education
  • CC.2.2.7.B.3: Model and solve real-world and mathematical problems by using and connecting numerical algebraic, and/or graphical representations.
Computer Science
  • 1A-IC-17: Work respectfully and responsibly with others online.
  • 1B-DA-06:  Organize and present collected data visually to highlight relationships and support a claim.
  • 1B-DA-07: Use data to highlight or propose cause-and- effect relationships, predict outcomes, or communicate an idea.
CEW
  • 13.1.8. A: Relate careers to individual interests, abilities, and aptitudes.
  • 13.1.8. B: Relate careers to personal interests, abilities, and aptitudes.
  • 13.1.8. E: Analyze the economic factors that impact employment opportunities, such as, but not limited to:  Competition, Geographic location, Global influences, Job growth,  Job openings, Labor supply, Potential advancement, Potential earnings

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
    - Product or process to raise awareness of Lake Raystown watershed and the greater Chesapeake Bay watershed


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
  • 3.1.7.A: Explain the parts of a simple system and their relationship to each other.  
  • 3.1.7.E: Identify change as a variable in describing natural and physical systems.
  • 3.5.7.D: Explain the behavior and impact of the earth’s water systems.
Science Education
  • 3.5.7.D: Explain the behavior and impact of the earth’s water systems.
Mathematics Education
  • CC.2.2.7.B.3: Model and solve real-world and mathematical problems by using and connecting numerical algebraic, and/or graphical representations.
Computer Science
  • 1A-IC-17: Work respectfully and responsibly with others online.
  • 1B-DA-06:  Organize and present collected data visually to highlight relationships and support a claim.
  • 1B-DA-07: Use data to highlight or propose cause-and- effect relationships, predict outcomes, or communicate an idea.
CEW
  • 13.1.8. A: Relate careers to individual interests, abilities, and aptitudes.
  • 13.1.8. B: Relate careers to personal interests, abilities, and aptitudes.
  • 13.1.8. E: Analyze the economic factors that impact employment opportunities, such as, but not limited to:  Competition, Geographic location, Global influences, Job growth,  Job openings, Labor supply, Potential advancement, Potential earnings


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
    - Product or process to raise awareness of Lake Raystown watershed and the greater Chesapeake Bay watershed


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
  • 3.1.7.A: Explain the parts of a simple system and their relationship to each other.  
  • 3.1.7.E: Identify change as a variable in describing natural and physical systems.
  • 3.5.7.D: Explain the behavior and impact of the earth’s water systems.
Science Education
  • 3.5.7.D: Explain the behavior and impact of the earth’s water systems.
Mathematics Education
  • CC.2.2.7.B.3: Model and solve real-world and mathematical problems by using and connecting numerical algebraic, and/or graphical representations.
Computer Science
  • 1A-IC-17: Work respectfully and responsibly with others online.
  • 1B-DA-06:  Organize and present collected data visually to highlight relationships and support a claim.
  • 1B-DA-07: Use data to highlight or propose cause-and- effect relationships, predict outcomes, or communicate an idea.
CEW
  • 13.1.8. A: Relate careers to individual interests, abilities, and aptitudes.
  • 13.1.8. B: Relate careers to personal interests, abilities, and aptitudes.
  • 13.1.8. E: Analyze the economic factors that impact employment opportunities, such as, but not limited to:  Competition, Geographic location, Global influences, Job growth,  Job openings, Labor supply, Potential advancement, Potential earnings

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
    - Product or process to raise awareness of Lake Raystown watershed and the greater Chesapeake Bay watershed




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
  • 3.1.7.A: Explain the parts of a simple system and their relationship to each other.  
  • 3.1.7.E: Identify change as a variable in describing natural and physical systems.
  • 3.5.7.D: Explain the behavior and impact of the earth’s water systems.
Science Education
  • 3.5.7.D: Explain the behavior and impact of the earth’s water systems.
Mathematics Education
  • CC.2.2.7.B.3: Model and solve real-world and mathematical problems by using and connecting numerical algebraic, and/or graphical representations.
Computer Science
  • 1A-IC-17: Work respectfully and responsibly with others online.
  • 1B-DA-06:  Organize and present collected data visually to highlight relationships and support a claim.
  • 1B-DA-07: Use data to highlight or propose cause-and- effect relationships, predict outcomes, or communicate an idea.
CEW
  • 13.1.8. A: Relate careers to individual interests, abilities, and aptitudes.
  • 13.1.8. B: Relate careers to personal interests, abilities, and aptitudes.
  • 13.1.8. E: Analyze the economic factors that impact employment opportunities, such as, but not limited to:  Competition, Geographic location, Global influences, Job growth,  Job openings, Labor supply, Potential advancement, Potential earnings

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
    - Product or process to raise awareness of Lake Raystown watershed and the greater Chesapeake Bay watershed


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
  • 3.1.7.A: Explain the parts of a simple system and their relationship to each other.  
  • 3.1.7.E: Identify change as a variable in describing natural and physical systems.
  • 3.5.7.D: Explain the behavior and impact of the earth’s water systems.
Science Education
  • 3.5.7.D: Explain the behavior and impact of the earth’s water systems.
Mathematics Education
  • CC.2.2.7.B.3: Model and solve real-world and mathematical problems by using and connecting numerical algebraic, and/or graphical representations.
Computer Science
  • 1A-IC-17: Work respectfully and responsibly with others online.
  • 1B-DA-06:  Organize and present collected data visually to highlight relationships and support a claim.
  • 1B-DA-07: Use data to highlight or propose cause-and- effect relationships, predict outcomes, or communicate an idea.
CEW
  • 13.1.8. A: Relate careers to individual interests, abilities, and aptitudes.
  • 13.1.8. B: Relate careers to personal interests, abilities, and aptitudes.
  • 13.1.8. E: Analyze the economic factors that impact employment opportunities, such as, but not limited to:  Competition, Geographic location, Global influences, Job growth,  Job openings, Labor supply, Potential advancement, Potential earnings

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
    - Product or process to raise awareness of Lake Raystown watershed and the greater Chesapeake Bay watershed


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
  • 3.1.7.A: Explain the parts of a simple system and their relationship to each other.  
  • 3.1.7.E: Identify change as a variable in describing natural and physical systems.
  • 3.5.7.D: Explain the behavior and impact of the earth’s water systems.
Science Education
  • 3.5.7.D: Explain the behavior and impact of the earth’s water systems.
Mathematics Education
  • CC.2.2.7.B.3: Model and solve real-world and mathematical problems by using and connecting numerical algebraic, and/or graphical representations.
Computer Science
  • 1A-IC-17: Work respectfully and responsibly with others online.
  • 1B-DA-06:  Organize and present collected data visually to highlight relationships and support a claim.
  • 1B-DA-07: Use data to highlight or propose cause-and- effect relationships, predict outcomes, or communicate an idea.
CEW
  • 13.1.8. A: Relate careers to individual interests, abilities, and aptitudes.
  • 13.1.8. B: Relate careers to personal interests, abilities, and aptitudes.
  • 13.1.8. E: Analyze the economic factors that impact employment opportunities, such as, but not limited to:  Competition, Geographic location, Global influences, Job growth,  Job openings, Labor supply, Potential advancement, Potential earnings

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
    - Product or process to raise awareness of Lake Raystown watershed and the greater Chesapeake Bay watershed


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
  • 3.1.7.A: Explain the parts of a simple system and their relationship to each other.  
  • 3.1.7.E: Identify change as a variable in describing natural and physical systems.
  • 3.5.7.D: Explain the behavior and impact of the earth’s water systems.
Science Education
  • 3.5.7.D: Explain the behavior and impact of the earth’s water systems.
Mathematics Education
  • CC.2.2.7.B.3: Model and solve real-world and mathematical problems by using and connecting numerical algebraic, and/or graphical representations.
Computer Science
  • 1A-IC-17: Work respectfully and responsibly with others online.
  • 1B-DA-06:  Organize and present collected data visually to highlight relationships and support a claim.
  • 1B-DA-07: Use data to highlight or propose cause-and- effect relationships, predict outcomes, or communicate an idea.
CEW
  • 13.1.8. A: Relate careers to individual interests, abilities, and aptitudes.
  • 13.1.8. B: Relate careers to personal interests, abilities, and aptitudes.
  • 13.1.8. E: Analyze the economic factors that impact employment opportunities, such as, but not limited to:  Competition, Geographic location, Global influences, Job growth,  Job openings, Labor supply, Potential advancement, Potential earnings

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
    - Product or process to raise awareness of Lake Raystown watershed and the greater Chesapeake Bay watershed


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


Teaching Strategies


StartSOLE

StartSOLE is a simple inquiry-based approach that can be implemented in a single class period with minimal constraints and serves as an excellent addition or supplement to this lesson.  If you'd like to use one of these suggested questions to encourage students to dig deeper or help prepare them for this activity click on a link below to setup your StartSOLE lesson:

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