Time
Required: Four sessions (30, 45, 25, and 45 minutes)
Objectives
Students will
- use political
and topographic maps
- visualize
flow from smaller tributaries to larger tributaries and discuss the
journey of water from the schoolyard to the Chesapeake Bay
- observe
schoolyard surfaces and direction of water flow and infer the polluting
or non-polluting effects of those surfaces on rain runoff
- locate
the schoolyard's place in the Chesapeake Bay watershed.
Related
Standards of Learning
| Science |
| |
3.1.e;
3.9.c; 3.9.d; 3.10.b;
4.1.e; 4.8.a;
5.1.b; 5.1.c; 5.1.e; 5.7.f;
6.1.c; 6.1.d; 6.5.g; 6.7.a; 6.9.a |
| |
| Mathematics |
| |
3.14.a;
4.11.a;
5.11.a;
6.9.a |
| |
| English |
| |
3.1;
3.2; 3.4; 3.6.a; 3.6.b; 3.6.c; 3.6.d; 3.6.e; 3.6.f; 3.7;
4.1; 4.3; 4.5; 4.6;
5.1; 5.4; 5.6; 5.7;
6.1.a; 6.3; 6.5.a; 6.5.b; 6.5.c; 6.5.d; 6.5.e |
| |
| History & Social
Science |
| |
3.6;
VS.1.b; VS.1.d; VS.1.h; VS.1.i;
USI.1.e; USI.1.f;
USII.1.f |
Materials
- Raindrop
to the Bay (PowerPoint presentation)
- computer
with large monitor or projection device
- large
map of Virginia
- dictionary
- Internet
access
|
| For
each student: |
|
|
| For
each group: |
- small
map of Virginia (from textbook or other source)
- enlarged
topographic maps from Virginia Atlas and Gazetteer (see
Resources), including Brackett Farm in Louisa County
(bottom right corner of p. 68) and your local area
with
first major
tributary
- tennis
ball
- highlighter
- paper
and pencil
- clipboard
(optional)
|
Next: Background
Top |
|
